Student experiences and views of two different blended learning models within a part-time post-graduate programme

Abstract

Blended learning is an ambiguous concept that has been subject to criticism for its lack of conceptual clarity and pedagogic purpose (Oliver and Trigwell, 2005). Yet, higher education institutions all around the globe are increasingly embracing forms of blended learning (Orton-Johnson, 2008). Initial research into blended learning has been generally positive (Arbaught, 2008) but has not always been substantiated by evaluations of the students’ experiences (Orton-Johnson, 2008; 2009). This article evaluates two different blended learning models on modules within a part-time postgraduate programme, which reflect the popular use of blended learning modes at postgraduate level (Paton and McCarthy, 2008) as well as the open-ended nature of blended modes of teaching and the extent to which the final format is an outcome of tutor skills and preferences (Moule et al., 2010) rather than pedagogic reasoning. The evaluation of these two blended learning models involves quantitative and qualitative data to explore the experiences and views of 20 mature, postgraduate students on such forms of blended learning, offering timely reflection on blended learning models that are practically rather than pedagogically driven and therefore adds to existing research on student preferences and use or non-use of online tools in blended learning models.