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Who profits most from blended learning?

Rienties, BC, Tempelaar, DT and Giesbers, B (2009) Who profits most from blended learning? Industry and Higher Education, 23 (4). pp. 285-292.

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Abstract

In this article, we investigate the relationship between student learning choices and learning styles in the use of an innovative learning environment for statistics. In the teaching of introductory statistics to first year students economics and business, Maastricht University uses a blended learning environment. It allows students to individualize learning by attuning available learning tools to personal preferences. The blended learning environment consists of tutorials based on the problem-based learning principle, lectures, independent learning and an electronic learning environment based upon knowledge space theory: ALEKS. In this study, we will focus on the intensity of the use of the electronic learning environment ALEKS and investigate the relationship between this and student learning dispositions in a correlational study. Data of about 4650 students taking this course are used. Findings suggest that especially less academically adapted students, such as students with surface approaches to learning, profit most from the availability of e-learning tools.

Item Type: Article
Authors :
NameEmailORCID
Rienties, BCUNSPECIFIEDUNSPECIFIED
Tempelaar, DTUNSPECIFIEDUNSPECIFIED
Giesbers, BUNSPECIFIEDUNSPECIFIED
Date : 1 August 2009
Related URLs :
Depositing User : Symplectic Elements
Date Deposited : 28 Mar 2017 14:10
Last Modified : 31 Oct 2017 14:46
URI: http://epubs.surrey.ac.uk/id/eprint/728533

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