Student Preferences within a Holistic Blended Learning Environment

Abstract

Extant research shows that blended learning environments are widely accepted by students mainly because of the flexibility it offers. However, there is very little research that focuses on students’ preferences within a holistic blended learning environment and the contribution that a component makes to the learning of the subject matter, especially in large class settings. The purpose of this study is to investigate students’ perceptions of blended learning components in a holistic blended learning environment and whether these perceptions vary for students with different academic performance levels. A mixed method approach was used in this study performed at a residential university in South Africa and the results indicate that auditing students do have a clear preference for specific components within the environment and significant differences exist between the preferences of different academic performance levels. Such insights allow lecturers to adjust the resources and focus of the different components implemented in a blended learning environment.