Abstract
Abstract Today’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.
Highlights
Today’s educational institutions are expected to create learning opportunities independent of time and place, to offer accessible learning environments and interpersonal communication opportunities (NMC Horizon Report, 2017)
This study explores the preferences for online and blended learning environment as well as the notions of cognitive learning strategies, e-learning readiness and motivation, which are among learner characteristics
This study discussed the preferences of the higher education students for blended and online learning environments based on their individual characteristics
Summary
Today’s educational institutions are expected to create learning opportunities independent of time and place, to offer accessible learning environments and interpersonal communication opportunities (NMC Horizon Report, 2017). Higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, mobile learning, distance learning, etc., by using teaching technologies. The concept of blended learning, which combines good learning practices, including both online and face-to-face practices, is more and more commonly employed in higher education institutions. These new technology-based teaching methods are mainly shaped by decision-makers in education. A limited number of studies are available on student preference, which is one of the most vital actors in learning and teaching process, as well as on individual factors affecting these preferences This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences
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