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Blended Learning Experience of Graduate Students

Blended Learning Experience of Graduate Students
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Author(s): Wafa Hozien (Virginia State University, USA)
Copyright: 2014
Pages: 23
Source title: Practical Applications and Experiences in K-20 Blended Learning Environments
Source Author(s)/Editor(s): Lydia Kyei-Blankson (Illinois State University, USA) and Esther Ntuli (Idaho State University, USA)
DOI: 10.4018/978-1-4666-4912-5.ch025

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Abstract

Blended learning has been in existence for over a decade, and more research needs to be done to determine its efficacy and desirability for colleges and universities. The goal of this chapter is to document the ways in which blended learning has changed the university learning experience for graduate students. End-of-semester student questionnaires were analyzed, and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Quantitative and qualitative data was collected through the questionnaires, a student focus group, and faculty interviews. The goal of this chapter is to answer the questions: How do graduate students perceive the BL experience? What are the faculty’s perspectives about changes in the delivery of instruction? How has the university learning experience been changed as a consequence of BL? Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended.

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