Differences Between Blended and Face-To-Face Teaching in Students' Perception

被引：0

作者：

de Checchi, Kevin ^{[1
]}

Bachtold, Manuel ^{[1
]}

Asensio, Dominique Barbe ^{[1
]}

Papet, Jacqueline ^{[1
]}

Roebroeck, Elodie ^{[1
]}

Huang, Yuanfei ^{[1
]}

机构：

[1] Univ Montpellier, Fac Educ, Lab Interdisciplinaire Rech Didact Educ & Format, 2 Pl Marcel Godechot, F-34092 Montpellier, France

来源：

AMERICAN JOURNAL OF DISTANCE EDUCATION | 2024年

关键词：

COMPUTER SELF-EFFICACY; LEARNING ENVIRONMENTS; ONLINE EDUCATION; SATISFACTION; MOTIVATION; EXPERIENCE; TEACHERS; OUTCOMES; INQUIRY;

D O I：

10.1080/08923647.2024.2366590

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates student perceptions of blended and face-to-face teaching and their connection to perceived learning and satisfaction. Five dimensions are examined: relation to the subject matter, self-efficacy to complete the course, to interact with the teacher and peers, and the teacher's pedagogical stance. We used a questionnaire which was completed by 134 students following seven different blended teaching courses. Results show that students felt more able to interact with teacher and peers in face-to-face compared to blended teaching condition. Self-efficacy to complete the course, to interact with peers and teacher's pedagogical stance emerged as key predictors in blended teaching courses for both perceived learning and satisfaction. These findings emphasize that enhancing interactions and teacher support are two important aspects to take into account to help students in blended courses.

引用

页数：15

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