ASSESSMENT OF GOOD PRACTICES IN BLENDED
LEARNING AS AN INSTITUTIONAL APPROACH FOR ENHANCING STUDENTS' LEARNING EXPERIENCES IN HIGHER INSTITUTION
Methods used for teaching and learning have been found to directly affect and
substantially enhance students' learning experiences but the extent to how good
practices in blended learning has enhanced student learning experiences in
higher institutions has not been sufficiently examined. This study assesses good
practices in blended learning as an institutional approach for enhancing
students learning experiences in higher institution. Mixed method was adopted
for the study (qualitative and quantitative approach),qualitative approach
made use of structural interview conducted on twenty coordinators and
lecturers while the structured questionnaire titled “Good Practices in Blended
Learning Questionnaire” constructed by the researcher was pilot tested that
yielded Cronbach Alpha reliability of r=.79 was used for data collection.
Simple random sampling technique was used to select 250 University of Ibadan
Distance Learning students. Data collected from interview was analyzed using
thematic approach while quantitative data was analyzed using independent ttest.
The result showsa significant mean difference between face to face (M
=9.87, S.D. =1.96) and on-line interaction (M = 5.40, S.D=1.91) in
cooperation among student (t=2.334, p<0.05). Also, a significant mean
difference exist between on-line (M= 7.95, S.D=1.96) and face to face
interaction (M =13.30, S.D. =1.66) in course satisfaction among the students
(t= 17.87, p<.05). Individual differences does not significantly influence
student's learning in both on-line (M=8.50, S.D. =.67) and traditional face to
face (M=8.31, S.D. =1.22) interaction (t = 1.87, p<.05). Thematic analysis
revealed that range of learning resources; lectures, power point presentation
among others were provided to support online quizzes, and class exercise.
Hence, blended learning environment is judiciously implemented and hold
promise for students learning achievement.
Keywords: Blendedlearning; Goodpractices, Institutional approach, Distance Learning
Centre
Ezekiel Olusegun BABATUNDE, Ph.D
ASSESSMENT OF GOOD PRACTICES IN BLENDED LEARNING AS AN INSTITUTIONAL APPROACH FOR ENHANCING STUDENTS' LEARNING EXPERIENCES IN HIGHER INSTITUTION
Methods used for teaching and learning have been found to directly affect and substantially enhance students' learning experiences but the extent to how good practices in blended learning has enhanced student learning experiences in higher institutions has not been sufficiently examined. This study assesses good practices in blended learning as an institutional approach for enhancing students learning experiences in higher institution. Mixed method was adopted for the study (qualitative and quantitative approach),qualitative approach made use of structural interview conducted on twenty coordinators and lecturers while the structured questionnaire titled “Good Practices in Blended Learning Questionnaire” constructed by the researcher was pilot tested that yielded Cronbach Alpha reliability of r=.79 was used for data collection. Simple random sampling technique was used to select 250 University of Ibadan Distance Learning students. Data collected from interview was analyzed using thematic approach while quantitative data was analyzed using independent ttest. The result showsa significant mean difference between face to face (M =9.87, S.D. =1.96) and on-line interaction (M = 5.40, S.D=1.91) in cooperation among student (t=2.334, p<0.05). Also, a significant mean difference exist between on-line (M= 7.95, S.D=1.96) and face to face interaction (M =13.30, S.D. =1.66) in course satisfaction among the students (t= 17.87, p<.05). Individual differences does not significantly influence student's learning in both on-line (M=8.50, S.D. =.67) and traditional face to face (M=8.31, S.D. =1.22) interaction (t = 1.87, p<.05). Thematic analysis revealed that range of learning resources; lectures, power point presentation among others were provided to support online quizzes, and class exercise. Hence, blended learning environment is judiciously implemented and hold promise for students learning achievement. Keywords: Blendedlearning; Goodpractices, Institutional approach, Distance Learning Centre