Blending Face-to-Face Higher Education with Web-Based Lectures: Comparing Different Didactical Application Scenarios

Blended learning as an instructional approach is getting more attention in the educational landscape and has been researched thoroughly. Yet, this study reports the results of an innovation project aiming to gain insight into three different scenarios of applying web-based lectures: as preparation f...

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Bibliographic Details
Published in:Educational Technology ＆ Society 2015-01, Vol.18 (1), p.170-182
Main Authors: Montrieux, Hannelore, Vangestel, Sandra, Raes, Annelies, Matthys, Paul, Schellens, Tammy
Format: Article
Language:English
Subjects:
Belgium
Blended Learning
College Students
Comparative Analysis
Conventional Instruction
Education
Educational Benefits
Educational Objectives
Educational Quality
Educational Technology
Expectation
Foreign Countries
Full Length Articles
Higher Education
Innovations
Instructional Innovation
Learning
Learning styles
Lecture Method
Lectures
Management
Methods
Motivated Strategies for Learning Questionnaire
Online education
Online learning
Outcomes of education
Perceptual learning
Posttests
Pretests Posttests
Questionnaires
Student Attitudes
Student Characteristics
Student Educational Objectives
Students
Technology application
Technology assessment
Web Based Instruction
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Summary:Blended learning as an instructional approach is getting more attention in the educational landscape and has been researched thoroughly. Yet, this study reports the results of an innovation project aiming to gain insight into three different scenarios of applying web-based lectures: as preparation for face-to-face practical exercises, as a repetition of parts of the course, and as an extension of the course. Both the benefits regarding students' satisfaction, perceived educational effects and the effect on student characteristics were investigated. Results indicate that all students evaluate web-based technology as an added value in higher education. Yet, comparison of the three application scenarios showed that web-based lectures are evaluated most positively when used as course preparation whereas when used as course extension, they were appreciated the least. However, there are indications that student characteristics could play a significant role in the level of appreciation of web-based lectures. We conclude that the potential of web-based lectures lies in their adaptability for use in several scenarios according to educational goals.
ISSN:1176-3647
1436-4522
1436-4522