Blended Learning in Higher Education: Understanding First-Year Undergraduates' Experiences

Abstract

Blended learning approaches are increasingly adopted in the higher education context, with various levels of success. This study explored the potentials and issues of blended learning approaches faced by university undergraduates in the New Zealand context. There is a general view that learners in the iGeneration are technologically savvy, independent and enjoy flexibility in their learning. Research, however, suggests that they instead possess poor levels of digital literacy, where some demonstrated some level of avoidance towards e-learning tools (Boyd, 2014; Chigeza & Halbert, 2014; Lang & O’Connell, 2014). This study thus aims to contribute by better understanding learners preparedness and their engagement behaviours in blended courses and to explore the influence of the learning environment and learning facilitators on their learning engagement. The mixed-methods study based on the Community of Inquiry framework collected quantitative and qualitative data from a compulsory first-year Information Systems course for a Commerce degree at a New Zealand university. Structural equation modelling was conducted to test a hypothesised model of the relationships between learners’ characteristics and their learning engagement, and the influences of learning facilitators and learning environment. Thematic analysis of qualitative data obtained from focus groups and observations notes supported by descriptive statistics from the Learning Management System were used to further investigate the interrelationships between the above constructs. The triangulation of these data also further extend the findings of this study. Findings gave rise to the awareness of the diversity of learners and the various engagement types, where findings demonstrate learners with higher than average self-regulatory, social and digital competencies, positively influence their learning engagements. Extrinsic motivation also demonstrated a strong influence in preserving engagement. Additionally, contextual factors such as study costs and gender were also shown to moderate learners’ engagement behaviours. With regards to learning engagement, learners stated high preferences for collaborative and active learning, whether in class or online. Interactive or gamified features accompanied by feedback are also essential in maintaining learners’ attention and prolong time spent on their learning. Highlights were also evident in the roles that learning facilitators play and the facilitating conditions of the learning environment. Findings indicate the importance of learning facilitators’ presence online and offline. Aside from facilitating the blended course, technical support provided by the learning facilitators is vital in aiding students’ transition towards using the e-learning tools provided meaningfully. Furthermore, the personality of instructors is stated to be influential in learners’ performance and their sense of interest in the subject of the course. This is followed by the importance of the aspects of the learning environment in encouraging learners’ engagement. Given learners’ heavy use of technology, whether for learning or social purposes, facilitating conditions like Wi-Fi, availability of computers, and power outlets are essential. Conducive learning spaces also emerged given learners’ preferences for collaborative activities. Overall, findings from this study demonstrate that learners are not only accepting of blended approaches, but also perceive them to be useful, enjoyable, and practical for their learning to a certain extent. This is closely associated with the surrounding facilitating conditions of the learning environment and the roles of learning facilitators. These findings are also potentially useful in providing practical contributions by (1) encouraging instructors’ efforts in innovating learning to effectively engage students, and (2) informing learning institutions’ key considerations when implementing blended approaches to undergraduates who are relatively new to the blended method.