How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?

Mali, Dafydd ORCID: https://orcid.org/0000-0003-3582-2429 and Lim, Hyoungjoo (2021) How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? International Journal of Management Education, 19 (3). ISSN 1472-8117

Full text not available from this repository. (Request a copy)

Abstract

The impact of Covid-19 has had a far reaching effect on higher education institutions. However, few studies report on the relative perceptions of students about face-to-face (F2F) and blended learning (BL) in periods when Covid-19 is/not a consideration. Using a sample of 103/79 undergraduate students, a mixed-method approach is utilized to report qualitative and quantitative evidence regarding student perceptions. The results demonstrate BL is perceived more positively during the Covid-19 pandemic. However, F2F is preferred to BL when Covid is not an issue. F2F learning is perceived more positively to BL because students feel that there are limitations to BL in terms of; interactions with the lecturer; group work; peer engagement; class involvement; and the ability to ask questions about technical information. Moreover, qualitative evidence shows that students perceive F2F to be superior to BL because social elements expected in a F2F environment may not be embedded into netiquette frameworks. From a policymaking standpoint, we encourage embedding social elements into BL to enhance student experience so that student's negative attitudes regarding the transition from F2F delivery to online/BL can be minimized. From a practical standpoint, we provide insights about strategies to embed socials elements into netiquette frameworks.

Item Type:	Article
Additional Information:	Funding Information: All persons who have made substantial contributions to the work reported in the manuscript (e.g. technical help, writing and editing assistance, general support), but who do not meet the criteria for authorship, are named in the Acknowledgements and have given us their written permission to be named. If we have not included an Acknowledgements, then that indicates that we have not received substantial contributions from non-authors. Publisher Copyright: © 2021 Elsevier Ltd
Uncontrolled Keywords:	blended learning,face-to-face,student experience covid-19,student perceptions,education,strategy and management ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School:	Faculty of Social Sciences > Norwich Business School
Related URLs:	http://www.scopus.com/inward/record.url?... https://nottingham-repository.worktribe....
Depositing User:	LivePure Connector
Date Deposited:	23 Aug 2024 08:30
Last Modified:	02 Oct 2024 10:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/96334
DOI:	10.1016/j.ijme.2021.100552

Actions (login required)

View Item