Learning and Students' Experiences with Blended Education

Autor/in	Just, Edyta
Titel	Learning and Students' Experiences with Blended Education
Quelle	In: International Journal of Higher Education, 10 (2021) 6, S.213-223 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Masters Programs; Course Content; Teaching Methods; Learning Activities; Teacher Role; Learning Strategies; Blended Learning; Online Courses; Conventional Instruction; Student Experience; Alumni; Graduate Students; Barriers; Sweden + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Lehrerrolle; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Online course; Online-Kurs; Studienerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schweden
Abstract	The article presents the outcomes of the research project supported by Linköping University, Sweden. The research project constitutes a part of an umbrella project called Pedagogiska Utvecklingsmedel för E-lärande 2019 (Pedagogical Development Tools for E-learning 2019). The research project focuses on the International Master's Program--Gender Studies--Intersectionality and Change? offered at the Unit of Gender Studies, Department of Thematic Studies, Faculty of Arts and Sciences, Linköping University, Sweden. The main aims of the research project are to determine which teaching content, teaching methods, learning activities, teacher's role, and students' own strategies matter for learning i.e., for acquiring knowledge and skills/competences in an international blended, face-to-face and online, Master's Program, and to present students' experiences with face-to-face and online education in the Program. The project is based on qualitative, semi-structured interviews with the 2nd year students and alumni who have participated in the Program. The interviews were conducted online in November and December 2019. The article presents which content, teaching methods, learning activities, teacher's role, and students' own strategies matter for the acquirement of knowledge and skills by the students in blended education. It describes how Campus and online phases of the Program matter for students' learning. Next to that, it indicates the challenges related to online study, but also educational methods that may help to overcome them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01