A qualitative analysis of student experiences of a blended learning course

[EN] Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructions in any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of face-to-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning. Ruijten, P.; Hooijman, E. (2019). A qualitative analysis of student experiences of a blended learning course. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 193-200. https://doi.org/10.4995/HEAD19.2019.9473