Student Blended Learning Experiences and Perspectives on Course Modalities

• In Event: Surveying Course Configurations, Modalities, and Models in Support of Learning in Online Contexts

Abstract

As an increasing number of universities offer blended courses and provide students with different degrees of flexibility in choosing their attendance modality, it is important to understand students’ experiences and perspectives on blended courses. This paper investigated what course modalities students prefer and how students’ modality of attendance relate to their sense of relatedness and learning competence. 86 students who were taking blended courses of different designs participated in the study. Results showed that students from different disciplines demonstrated different course modality preference patterns and students’ actual attendance modality was related to their sense of connectedness to their peers, but not their sense of connectedness to the instructor, learning goal progress, or anticipated grade. Implications of the findings were discussed.

Authors

• Cui Cheng, Michigan State University
  Presenting Author

• Caitlin Kirby, Michigan State University
  Presenting Author

• Jun Fu, Michigan State University
  Presenting Author