An Investigation on Individual Students’ Perceptions of Interest Utilizing a Blended Learning Approach

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Shroff, R. & Vogel, D. (2010). An Investigation on Individual Students’ Perceptions of Interest Utilizing a Blended Learning Approach. International Journal on E-Learning, 9(2), 279-294. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29282.

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Journal Information

International Journal on E-Learning
ISSN 1537-2456
Volume 9, Issue 2, April 2010
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on IJEL

Authors

Ronnie Shroff, The Hong Kong Institute of Education, Hong Kong; Douglas Vogel, City University of Hong Kong, Hong Kong

Abstract

Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning ap-proach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper assesses the effect of blended learning on perceived individual student interest, utilizing a blend of online and face-to-face discussions. The study employed a quasi-experimental design consisting of two differ-ent treatment groups, online discussions versus face-to-face discussions. Data were analyzed using the t-test technique. Results from the study suggest that there was no statistical differ-ence in subjects’ perception of interest in both the online and face-to-face discussions. How-ever, from observation, subjects in the online discussions were eager to engage in textual dia-logue and therefore, participated more in the discussions compared to the face-to-face discussions.

Keywords

• Collaboration
• Students
• eLearning
• Learning Management Systems
• Information Communication Technologies

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