engleski

Blended E-Learning in Higher Education: Research on Students’ Perspective

The process of implementing blended learning, by using e-learning tools as a support for traditional classroom teaching, started at the University of Rijeka at the beginning of 2008, following general strategic principles adapted to local environment. The process has been constantly supported and assessed for quality, but up to now only from the institutional, teacher’s and support services’ perspective. Assuming that continuous and careful monitoring of learner’s satisfaction is important for the success, feasibility and viability of e-learning, we conducted the research on student’s perspective. As the student's perception regarding e-learning is one of the most important steps in developing and implementing a successful e-learning environment, we conducted the study of student’s perception and e-learning acceptance, with three specific items addressed in the study: 1) student’s perception of quality of already delivered e-courses, 2) level of importance for the specific elements of e-learning encountered, and 3) student's general attitude towards e-learning and their needs with respect to quality of course materials, communication and support of the learning process. Participants in the study assesed the current state of e-learning elements implementation quite good ; they agreed the educational materials were in most cases complete, organized and well designed, and they considered the ability of teachers to manage the e-courses well, communication regular as well as the provision of the feedback. The lower level of agreement was obtained on the use of multimedia, offering of the self-assessment tests, accessibility of digital literature and collaborative activities. This suggests teachers should be encouraged and trained to put more effort in designing and offering suitable multimedia elements to enrich their materials, self-assessment test to make students feel more comfortable in terms of examination expectations, and to design online activities for the students to enhance collaborative aspects in teaching. The results obtained from “the general importance of specific e-learning elements” part of the survey indicated that students value the most the completeness, organization and design of educational materials, as well as teacher’s online engagement, especially in good management of e-course, in regular communication and timely providing feedback. They do not perceive as much as important the online activities, communication to other students and discussions. When the comparison of “current state” and “general importance” for the specific e-learning elements is made, it seems that there is not much of discrepancy. Through assesment of the general value of e-learning and its characteristic, participants best agree with the notion that most important is to have the access to teaching materials 24/7. Second best is that online materials are better suited to students’ needs and that in general, having e-course as addition to classroom teaching is helping them organizing their learning better and scoring better results. As the general attitude towards online learning is considered, it is interesting that preferences for exclusively online and/or blended learning are dominant in a group of students having better average studying grades (A or B), as well as in a group having shorter studying experience (1-2 ys of studying). The same groups find the new communication channels (online discussion forums, mailing with teachers, assistants and colleagues within the online learning environment) important and useful. Moreover, they think that online educational materials and activities are better suited to students’ needs and that they help them achieve the learning outcomes better. This result is an important signal to all instances supporting e-learning implementation. The study outcomes generally suggest the need to enhance teachers' competencies for online teaching, particularly in acquiring successful tutoring methods and learners' support methods, and together with continuous and careful monitoring of learner’s satisfaction we hope to ensure the success, feasibility and viability of online learning, as supporting educational tool in our university study programs.

blended learning; higher education; learner’s perspective; quality assurance; e-learning acceptance

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