A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance |
| |
Authors: | Ana-Maria Bliuc Robert A Ellis Peter Goodyear Leanne Piggott |
| |
Affiliation: | 1. Institute for Teaching and Learning, University of Sydney, Australia;2. Faculty of Education and Social Work, University of Sydney, Australia;3. Centre for International Security Studies, University of Sydney, Australia |
| |
Abstract: | This article presents research on students’ experiences of learning through a blend of face-to-face and online discussion. The participants in our study were students enrolled in a foreign policy course at a major Australian university. Students’ conceptions of learning through discussion, and their approaches to both face-to-face and online discussion, were elicited through open-ended questionnaires and semi-structured interviews. Students’ responses to both open-ended questionnaires and interviews were analysed using a phenomenographic framework. Qualitative variations in students’ conceptions and approaches were categorised and were found to form a hierarchy. Subsequent quantitative analysis found associations between students’ conceptions of learning through discussion, their approaches to both face-to-face and online discussion and their academic performance (as indicated by the final mark for the course). Implications for teaching and further research are discussed. |
| |
Keywords: | Learning through discussion Blended learning Phenomenography Computer mediated communication Teaching/learning strategies |
本文献已被 ScienceDirect 等数据库收录! |