The Blended Learning Approach and Its Impacts on Students with Different Backgrounds and Learning Needs

The rapid development and popularity of information technology have allowed for more possibilities for teaching and learning (T&L). Blended learning, can restructure the traditional way of T&L by using the class time for learning activities with more interactive and engaging elements. There have been many studies conducted in the past 20 years to evaluate the effectiveness of this student-centered strategy, and most researchers have confirmed its advantages in various aspects, including promoting higher order thinking, peer interaction and collaboration, higher engagement, and independent learning etc. However, relatively few studies have been done to explore how the effectiveness of such strategy is related to students' background and learning characteristics. This study aims to provide insight to fill this gap by conducting an experiment of flipped classroom in The Chinese University of Hong Kong Business School. The findings show that students who are motivated to learn the course in depth are more likely to find the blended learning experience rewarding, have greater satisfaction as well as think of themselves as independent learners. Students who seem to demonstrate more mature attitude in processing knowledge also enjoy more the class activities, and are more satisfied with their learning experience. These findings shed light to the further development and implementation of blended learning strategy in a setting of differentiated students.