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Learner practice and satisfaction in a blended learning environment

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dc.contributor.authorGeer, R.
dc.contributor.authorWhite, B.
dc.contributor.conferenceE-Learn 2010 : World conference on E-learn in Corporate, Government, Healthcare and Higher Education (AACE) (18 Oct 2010 : Orlando, Florida)
dc.contributor.editorSanchez, J.
dc.contributor.editorZhang, K.
dc.date.issued2010
dc.description.abstractThere is currently increased pressure from learners to offer greater flexibility, more personalized learning, improved access and greater learner satisfaction. Higher education institutions are also seeking more cost effective ways of delivering appealing and readily accessible course material. Thus blended learning is emerging as a dominant delivery method that addresses the face to face advantages of a traditional classroom and the time efficiency and location convenience of an online environment that meets the demand of its stakeholders. This study examines learner practice and satisfaction in a blended learning environment where frequency of access, the engagement with interactive activities and student satisfaction are explored. This paper aims to further the research surrounding blended learning environments.
dc.identifier.citationProceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010, 2010 / Sanchez, J., Zhang, K. (ed./s), pp.569-578
dc.identifier.isbn9781880094839
dc.identifier.urihttps://hdl.handle.net/1959.8/119921
dc.language.isoen
dc.publisherAssociation for the Advancement of Computing in Education (AACE)
dc.publisher.placeUS
dc.rightsCopyright 2010 Association for the Advancement of Computing in Education (AACE)
dc.subjectblended learning
dc.subjectinteraction
dc.subjectstudent satisfaction
dc.titleLearner practice and satisfaction in a blended learning environment
dc.typeConference paper
pubs.publication-statusPublished
ror.mmsid9915910433601831

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