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Examining Individual Students' Perceptions of Curiosity Utilizing a Blend of Online and Face-to-Face Discussions: A Case Study
Abstract
Research has established that the exploratory behavior of an individual student has a positive effect on learning and academic achievement. However, very little is known about the impact of a blended learning approach on individual student curiosity and whether combinations of online and face-to-face learning activities significantly enhance student exploratory behavior. This chapter assesses the effects of blended learning on perceived individual student curiosity, utilizing a blend of online and face-toface discussions. This research collates elements from the theories of curiosity. A qualitative research methodology was utilized for the purpose of the research. Data were obtained through in-depth and semi-structured one-on-one interviews with undergraduate students. Results from the qualitative study showed that individuals’ perceptions of curiosity were strongly supported. The results of our study may suggest that future research should explore more deeply, the importance of technology on learning and academic achievement (Alavi & Leidner, 2001). For example, specific studies could address various aspects of online learning and instruction, such as an individual’s patterned ways of thinking, feeling and reacting. These interconnected thoughts, feelings and behaviors, may reflect the differences in motivational behavior between an individual and groups.
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