Følgeforskning i effekten af blended learning

PERCEPTION OF BLENDED LEARNING INVENTORY (POBLI) – DEVELOPMENT AND VALIDATION

Aim

The aim of the present study is 1) to develop a questionnaire to assess teachers’ perceptions of blended learning and their approaches to teaching, 2) to evaluate its psychometric properties, and to explore its preliminary construct validity.

Background

Aarhus University has chosen a new strategic focus on 'Educational IT’ with the purpose of strengthening teaching and learning through use of online interactions. Some of the major challenges in the development of this strategy include how to, identify rationales for using blended learning, stimulate pedagogical reflections and explore how the use of blended learning affects teachers’ approaches to teaching and students’ approaches to learning in higher education. So far, there has been relatively limited research on approaches to teaching in blended learning (González 2010; Lameras et al., 2012).

It is well-known that students’ approaches to learning are highly susceptible to contextual factors, and knowledge about how students perceive the teaching context, and how these perceptions are linked to their approaches to learning, may assist teachers in developing activities that encourage appropriate learning strategies. In order to identify appropriate uses of blended learning in Higher Education and to enable the tailoring of teaching approaches to the different needs of an increasingly diverse student body, more knowledge is needed on how to integrate blended learning in educational settings and how best to address the associated pedagogical issues.

Methods

The ongoing project will develop a pool of items based on a review of the existing literature on blended learning in the tertiary sector. The preliminary questionnaire will then be administered to teachers before and after a course on the use of blended learning. The instrument’s psychometric properties, including its factor structure and internal consistencies will be explored together with its preliminary construct validity using quantitative and qualitative methods. The instrument’s sensitivity will be determined by comparing changes in scores with results of qualitative interviews asking the participants about their own perceptions of changes in thinking about their teaching approaches.

Perspectives

The project will add to the existing research by exploring how the design and experience of blended teaching and learning affects teaching behaviors and student approaches to learning.

The project is carried out in collaboration with:

  • Dr Linda Price, Senior Lecturer in Educational Technology at the Institute of Educational Technology at the Open University, UK and Professor of Engineering Education at the Engineering Faculty (LTH) in Lund University in Sweden.
  • Professor John Richardson, Institute of Educational Technology, Open University, UK.

Contacts

Berit Lassesen (Coordinator) belas@clu.au.dk

Dorte Sidelmann Rossen dsr@clu.au.dk

Maria Hvid Stenalt mstenalt@clu.au.dk

More information

PowerPoint presentation from Berit Lassesen's PhD defence: Student approaches to learning