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What do students actually use in a blended learning course?
PROCEEDINGS

, , , Swiss Federal Institute of Technology, Switzerland

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This article describes one of the first blended learning studies integrating online questionnaires, online learning diaries and log files into a systematic student's learning behavior analysis approach. An exploratory study in corporate finance is presented. A detailed description of the actual use of different training materials (books/simulations/self-testing) and scenarios (online/offline/individual/group learning) is given. The sample consisted of 161 students. The results showed that students preferred to follow a predefined learning path and to study with books, excises and self-assessment tasks rather than to use an interactive online discussion forum and open learning scenarios such as a media pool or a glossary. For improved blended learning course development at on-campus universities we suggest to focus on individual interactive material, to link multiple-choice test tasks with the final exams and to train students in using blended learning opportunities more efficiently.

Citation

Grund, S., Grote, G. & Gerber, M. (2004). What do students actually use in a blended learning course?. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1053-1058). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from .

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