An Exploration of Dis-confirmation of Deeper Learning Expectations Using Choice Theory

Abstract

Abstract Expectations are considered a key component of satisfaction, with student satisfaction a key driver of potential positive outcomes to the university. Little work has considered the teaching mode expectations and dis-confirmation of expectations of students, especially for deeper learning in blended learning and flipped classroom environments. Prior to exposure to a blended learning delivery of online recorded lecture, face-to-face workshop and tutorial in a large class environment, students in a tier 1 research university in Australia were asked to choose their preferences for these various modes, along with other attributes, such as time allocation and the type of materials that should be covered. The same survey was administered at the end of semester. The results showed that post the blended learning delivery, 24 percent of the sample preferred a true blended learning model incorporating online lecture recordings and a total of 39 percent preferred a three-tiered model of some description incorporating lectures, workshops and tutorials. 44 percent of the sample preferred a weaker participation environment post the blended model. The results are positive given the experiment did not control for the students perceptions of the quality of the blended learning delivery.