Abstract
Australian higher education has changed significantly with student cohorts that are increasingly economically and geographically diverse. Online and blended learning delivery has become more prevalent in response. This research reports on data collected to gain an insight into the perceptions of final year Bachelor of Education students during the implementation of a responsive model of blended learning. Analysis of data identified personalised assistance at the point of need, flexibility and choice, scaffolding assessment tasks, and communication and organisation best supported student learning. This study contributes to research on blended learning design and university student perceptions of a supportive learning environment.
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