Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context.
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| Title: | Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context. |
|---|---|
| Authors: | Armellini, Alejandro1 (AUTHOR), Teixeira Antunes, Virgínia2 (AUTHOR), Howe, Robert3 (AUTHOR) Rob.Howe@northampton.ac.uk |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Jul2021, Vol. 65 Issue 4, p433-443. 11p. |
| Subject Terms: | *Student attitudes, *Active learning, *Blended learning, *Social learning, *Student engagement, *Asynchronous learning, Digital technology, Thematic analysis |
| Abstract: | This article focuses on university students' perceptions of their learning and social experiences in the context of an institution-wide pedagogic shift to Active Blended Learning (ABL). It explores students' perceived enablers and barriers to learning in the new environment. Thematic analysis was conducted on data collected through focus groups involving 60 students. Three key categories emerged: (1) learning experiences, (2) social experiences and (3) support provision. Findings suggest that quality learning experiences are necessary but not sufficient to provide a quality overall student experience. Tutors play a key role in both. Staff-student partnerships are central to promote learner engagement and a sense of belonging. Students value, above all, regular synchronous and asynchronous interaction with peers, tutors and content, enabled by sound pedagogic design and the appropriate deployment of digital technologies. Employability-focused activities that explicitly link theory and practice are regarded as an essential ingredient in learning and assessment. Students view support as a holistic term that integrates academic and pastoral aspects. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151333116 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Armellini%2C+Alejandro%22">Armellini, Alejandro</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Teixeira+Antunes%2C+Virgínia%22">Teixeira Antunes, Virgínia</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Howe%2C+Robert%22">Howe, Robert</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> Rob.Howe@northampton.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TechTrends%3A+Linking+Research+%26+Practice+to+Improve+Learning%22">TechTrends: Linking Research & Practice to Improve Learning</searchLink>. Jul2021, Vol. 65 Issue 4, p433-443. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+learning%22">Social learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article focuses on university students' perceptions of their learning and social experiences in the context of an institution-wide pedagogic shift to Active Blended Learning (ABL). It explores students' perceived enablers and barriers to learning in the new environment. Thematic analysis was conducted on data collected through focus groups involving 60 students. Three key categories emerged: (1) learning experiences, (2) social experiences and (3) support provision. Findings suggest that quality learning experiences are necessary but not sufficient to provide a quality overall student experience. Tutors play a key role in both. Staff-student partnerships are central to promote learner engagement and a sense of belonging. Students value, above all, regular synchronous and asynchronous interaction with peers, tutors and content, enabled by sound pedagogic design and the appropriate deployment of digital technologies. Employability-focused activities that explicitly link theory and practice are regarded as an essential ingredient in learning and assessment. Students view support as a holistic term that integrates academic and pastoral aspects. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151333116 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11528-021-00593-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 433 Subjects: – SubjectFull: Student attitudes Type: general – SubjectFull: Active learning Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Social learning Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Asynchronous learning Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Thematic analysis Type: general Titles: – TitleFull: Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Armellini, Alejandro – PersonEntity: Name: NameFull: Teixeira Antunes, Virgínia – PersonEntity: Name: NameFull: Howe, Robert IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 87563894 Numbering: – Type: volume Value: 65 – Type: issue Value: 4 Titles: – TitleFull: TechTrends: Linking Research & Practice to Improve Learning Type: main |
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