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A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance
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Computers & Education Volume 56, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This article presents research on students’ experiences of learning through a blend of face-to-face and online discussion. The participants in our study were students enrolled in a foreign policy course at a major Australian university. Students’ conceptions of learning through discussion, and their approaches to both face-to-face and online discussion, were elicited through open-ended questionnaires and semi-structured interviews. Students’ responses to both open-ended questionnaires and interviews were analysed using a phenomenographic framework. Qualitative variations in students’ conceptions and approaches were categorised and were found to form a hierarchy. Subsequent quantitative analysis found associations between students’ conceptions of learning through discussion, their approaches to both face-to-face and online discussion and their academic performance (as indicated by the final mark for the course). Implications for teaching and further research are discussed.

Citation

Bliuc, A.M., Ellis, R.A., Goodyear, P. & Piggott, L. (2011). A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance. Computers & Education, 56(3), 856-864. Elsevier Ltd. Retrieved May 21, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.10.027

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