About this paper

Appears in:
Pages: 10927-10931
Publication year: 2021
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.2267

Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference

STUDENT’S PERCEPTION OF BLENDED LEARNING: ENGINEERING DEGREES

J.J. Suñol

University of Girona (SPAIN)
Blended learning has become a widely used method of learning at the university as a result of the pandemic. In the first few months, a transfer of all teaching to the online model was made. In contrast, in the 2020-21 academic year, many colleges have opted for a blended model. The most theoretical or traditional lectures, with a normally high number of students, online and; the most practical sessions, with a smaller number of students, face-to-face. This work shows the results obtained in surveys of four-grade engineering students. The results of this study are compared with the literature [1-3].

Regarding the results associated with the perception of students, it should be noted that their assessment is more positive in the case of practical sessions than in the online sessions, being the average of the responses of 3.12 and 2.28 out of 4 respectively. It should be remarked that the assessment of online activities has been reduced from that obtained in the first months of the pandemic. Probably then the effort associated with the abrupt adaptation was well valued. Comments on open questions find that in online classes one of the possible problems is that the adaptation of learning material (and the way it is sometimes exposed) has not really been adapted to online learning. No significant differences have been detected depending on the degree of engineering or the gender of the student.

Regarding the interaction of students with peers, it is mostly done via social networks or chats, while the most common interaction with professors is by email. In addition, information on digital skills and availability and access to ICT has been also obtained.

References:
[1] M. Mielikainen, “Towards blended learning: stakeholders’ perspectives on a project-based integrated curriculum in ICT engineering education,” Industry and Higher Education, doi:10.1177/0950422221994471, 2021.
[2] A. Armellini, V.T. Antunes, R. Howe, “Students perspectives on learning experiences in a higher education active blended learning context,” TechTrends, doi:10.1007/s11528-021-00593-w, 2021.
[3] S. Amponsah, Y. Ussher, K.A. Benjamin, “Availability and access to support services in a blended learning environment,” International Journal of Information and Communication Technology Education, vol. 17, no. 1, pp. 57-71, 2021.
@InProceedings{SUNOL2021STU,
author = {Su{\~n}ol, J.J.},
title = {STUDENT’S PERCEPTION OF BLENDED LEARNING: ENGINEERING DEGREES},
series = {13th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN21 Proceedings},
isbn = {978-84-09-31267-2},
issn = {2340-1117},
doi = {10.21125/edulearn.2021.2267},
url = {http://dx.doi.org/10.21125/edulearn.2021.2267},
publisher = {IATED},
location = {Online Conference},
month = {5-6 July, 2021},
year = {2021},
pages = {10927-10931}}
TY - CONF
AU - J.J. Suñol
TI - STUDENT’S PERCEPTION OF BLENDED LEARNING: ENGINEERING DEGREES
SN - 978-84-09-31267-2/2340-1117
DO - 10.21125/edulearn.2021.2267
PY - 2021
Y1 - 5-6 July, 2021
CI - Online Conference
JO - 13th International Conference on Education and New Learning Technologies
JA - EDULEARN21 Proceedings
SP - 10927
EP - 10931
ER -
J.J. Suñol (2021) STUDENT’S PERCEPTION OF BLENDED LEARNING: ENGINEERING DEGREES, EDULEARN21 Proceedings, pp. 10927-10931.
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