Abstract
An exploratory blended learning case study in corporate finance is presented. A detailed description of the actual use of different training materials (books / simulations / self-assessing) and scenarios (online / offline / individual / group learning) is given. This was one of the first blended learning studies integrating different evaluation methods into a systematic user behavior analysis approach. A sample of one hundred sixty one students filled in a user profile questionnaire, used an online diary after each system log out to describe their user behavior, passed a final exam and answered an exams preparation questionnaire. Furthermore we collected log file data. The results show that students preferred to study during the semester and for the exams preparation with papers, self-assessment tasks and Excel-simulations rather than to use interactive discussion forums. We conclude that future blended learning developments should focus on interactive material, clearly link multiple-choice test tasks with the final exam and train students to use blended learning concepts efficiently.
Highlights
When computers were introduced into classrooms, new multimedia technologies started to enrich teaching- and training-material
A further step was achieved by integrating internet technology and personal computers leading to Web Based Training «WBT» courses integrating distributed communication and cooperation opportunities into teaching and training
CIELT has been applied within several eLearning projects and it has been shown to adequately support the evaluation of usability, user behavior, learning process and outcome (Grund, Grote & Windlinger, 2003)
Summary
When computers were introduced into classrooms, new multimedia technologies started to enrich teaching- and training-material. Researchers and practitioners asked themselves how to integrate picture / text / video / animation / simulation into courses to achieve better learning results. Many individual computer based materials were developed and tested. Soon the question about the comparison of traditional face-to-face versus Computer Based Training «CBT» was raised. The learning benefits of new learning settings were generally much smaller than expected (Russell, 1999). A further step was achieved by integrating internet technology and personal computers leading to Web Based Training «WBT» courses integrating distributed communication and cooperation opportunities into teaching and training
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