Bricks or Clicks? Predicting Student Intentions in a Blended Learning Buffet

Autor/in	Hood, Michelle
Titel	Bricks or Clicks? Predicting Student Intentions in a Blended Learning Buffet
Quelle	In: Australasian Journal of Educational Technology, 29 (2013) 6, S.762-776 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Blended Learning; Intention; Online Courses; Computer Software; Educational Technology; Technology Uses in Education; Internet; Foreign Countries; Learning Strategies; Anxiety; Student Characteristics; Student Motivation; Lecture Method; Tutorial Programs; Grades (Scholastic); Self Efficacy; Statistics; Correlation; Student Attitudes; Predictor Variables; Employment Level; Synchronous Communication; Asynchronous Communication; Undergraduate Students; Multiple Regression Analysis; Australia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Angst; Schulische Motivation; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Notenspiegel; Self-efficacy; Selbstwirksamkeit; Statistik; Korrelation; Schülerverhalten; Prädiktor; Beschäftigungsgrad; Australien
Abstract	This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course ("N" = 113; 84% female). Students were aged 18 to 51 years ("M" = 23.16; "SD"= 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy value model, were tested. Higher work commitments, greater reliance on rehearsal, higher self-regulation, and higher critical thinking were the most important predictors of intentions to use online lectures. Almost 40% of the variance in those intentions was explained. Having the required computer software was the only independent predictor of intentions to attend synchronous online tutorials. Overall, 10% of the variance in those intentions was explained. Intentions to access asynchronous (archived) online tutorials were uniquely predicted by lower ability and higher extrinsic motivation. Overall, 26% of the variance in those intentions was explained. The predictors did not explain significant variance in intentions to attend f2f lectures or tutorials. These findings contribute to understanding how students go about making choices when faced with buffet style blended learning courses. Motivational and practical factors both influence the choices students make. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10