University Student Perceptions of Effective E-learning Strategies Instructor Used in Blended Courses

Abstract

Blended courses that include face-to-face and e-learning have been offered in universities in Taiwan but very little research has been undertaken on university student perspectives of effective e-learning strategies. This paper explores student perceptions of effective e-learning strategies their instructors used in blended courses in a national research-oriented university in Taiwan. An interpretive paradigm with quantitative and qualitative methods was adopted as the basis for the research methodology. This paper outlines the findings from a survey of nearly 400 students and focus group discussions with over thirty students about their perceptions and experiences of e-learning in blended learning courses. The findings note that instructors used various e-learning strategies to motivate student engagement in e-learning and to improve student learning outcomes. Nearly all students noted the provision of online course materials, audios/videos, synchronous and asynchronous interactions as being effective to motivate their engagement in e-learning, strengthen their intention to view or review the materials at their convenience, and assist them understand the course content. The aim of this study is to provide some suggestions for instructors and students to improve their teaching efficiency and learning outcomes in e-learning.