A Review of Undergraduate Education Student Responses to the Online Component of Blended Learning: A Cautionary Tale

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aut.relation.articlenumber3en_NZ
aut.relation.endpage54
aut.relation.issue6en_NZ
aut.relation.journalAustralian Journal of Teacher Educationen_NZ
aut.relation.startpage37
aut.relation.volume46en_NZ
aut.researcherUtumapu-McBride, Tafili
dc.contributor.authorBernay, Ren_NZ
dc.contributor.authorJenkin, Cen_NZ
dc.contributor.authorUtumapu-McBride, Ten_NZ
dc.contributor.authorSchoone, Aen_NZ
dc.contributor.authorGibbons, Aen_NZ
dc.date.accessioned2023-01-13T01:24:25Z
dc.date.available2023-01-13T01:24:25Z
dc.date.copyright2022-06-06en_NZ
dc.date.issued2022-06-06en_NZ
dc.description.abstractCalls for enhancing the digital interface for teaching and learning within tertiary institutions have played out in one School of Education, with variable results. Online learning tasks were added in 2018 to regular classes to provide more flexibility for student engagement. A team of lecturers developed a questionnaire for students to be completed after the first semester pilot. Data and findings indicated that one-third of students identified online learning as an enhancement to their learning. A second survey was conducted one year later to assess changes made and analyse the longer-term impacts. During the COVID-19 lockdown, fully online pedagogy was required; anecdotal observation indicated an improvement in satisfaction and engagement, but perhaps only because online was the only way possible to complete assessments. The conclusion contains recommendations and a cautionary tale, when introducing online learning across existing courses.
dc.identifier.citationAustralian Journal of Teacher Education, 47(6). Retrieved from https://ro.ecu.edu.au/ajte/vol47/iss6/3
dc.identifier.doi10.14221/ajte.2022v47n6.3
dc.identifier.issn1835-517Xen_NZ
dc.identifier.urihttps://hdl.handle.net/10292/15803
dc.publisherEdith Cowan Universityen_NZ
dc.relation.urihttps://ro.ecu.edu.au/ajte/vol47/iss6/3/en_NZ
dc.rightsAuthors assign copyright in the manuscript of accepted articles to Edith Cowan University and should seek permission from the Journal to republish the article elsewhere or in another form. The following do not require permission: Posting of the article on the internet as part of a non-commercial open access institutional repository or other non-commercial open access publication site affiliated with the author(s)'s place of employment.
dc.rights.accessrightsOpenAccessen_NZ
dc.titleA Review of Undergraduate Education Student Responses to the Online Component of Blended Learning: A Cautionary Taleen_NZ
dc.typeJournal Article
pubs.elements-id483581
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Faculty of Culture & Society
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education/Higher Education
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education/Teacher Education
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