Antecedences of Continued Blended Learning Adoption Intentions: A Framework for Acceptance of Blended Distance Learning

Some organizations face significant shifts in their teaching settings and emerging teaching developments, and new technology-driven practices. Today’s students are raised in a technologically advanced environment, unlike their predecessors. Higher education institutions must find innovative ways to serve diverse instructional requirements, learning stages, methodologies, and preferences. Many students and educators were exposed to online education during the Covid-19 pandemic and started to adapt to new behavior for the new-normal blended learning. The authors suggest a model for assessing the effectiveness of blended learning programs in higher education institutions in this paper. The model was implemented and tested on Kuwait University students.

Blended Distance Learning: Search for an Optimal Format

Article is devoted to a search for an optimal format of blended distance learning. The questioning of distance learning students of Sukhoi State Technical University of Gomel was used as a main research method. One discipline from the academic learning program was studied using e-learning technology (on-line classes) whereas (while) others disciplines were studied using traditional classroom face-to-face learning technique. Thus, students using blended distance learning have opportunity to compare and estimate efficiency together with advantages of both educative techniques. On-line classes were held in the period between sessions using BigBlueButton program.It was found that student majority estimate blended distance learning as most efficiency learning technique; half of questioning students consider that the quality of face-to-face and on-line learning is equal. The main advantages and disadvantages of e-learning were analyzed. Highest student attendance of on-line classes between sessions in comparison with face-to-face classes during session time was found. Optimal amount of disciplines for on-line learning to organize blended distance learning were established. Best regime, time and intensity for on-line classes were determined. Results of these investigations may be useful to organize optimal format of blended distance learning as well as to choose subjects for on-line learning and to create comfortable schedule of distance classes.

Cooperative Learning as a Strategy for Self-Directed Learning in Blended-Distance Learning Environments

Self-directed learning (SDL) is an essential component for the success of distance learning students. Technology serves as a suitable tool to enable cooperative learning (CL), a strategy that can be used to enhance SDL. The aim of this chapter is to report on literature relating to CL as a strategy for SDL in a blended-distance environment. The research question is: How does cooperative learning as an SDL strategy feature in a blended-distance learning context? A systematic literature review was performed using suitably selected key words in various databases. The selection criteria included academic publications in the last decade, relating to higher education, various research methods, and in any content area. This chapter concludes that studies involving the use of CL to promote SDL particularly in a blended-distance environment feature sparsely in the literature. Conflicting ideas on the use of terminology is problematic and further research is suggested.

Self-Esteem and Loneliness as Factors Affecting Distance Learning Students

This study aims at empirically examining the relation of self-esteem and loneliness with social presence, academic performance, satisfaction with the course and intention for academic drop out, in a blended distance learning environment in Greece. The study involved both undergraduate and postgraduate students of the Hellenic Open University (HOU). Data were collected via a four-section questionnaire. The correlational data analysis yielded a negative correlation between self-esteem and intention for academic drop out, while there is a positive correlation between self-esteem and satisfaction derived from the course. Results also suggested that there is no correlation between self-esteem and academic performance. Findings also revealed that there is no statistically significant correlation between loneliness and the other variables under examination. Furthermore, the results showed that there were no statistically significant differences between the examined variables in relation to the demographic features (gender, age, etc.). The findings of the present study are discussed in relation to the relevant literature, taking into consideration the blended learning educational format offered by the HOU which is based on methodologies used in other European institutions that offer distance learning courses. Finally, recommendations for further research are presented.

Transactional Distance among Open University Students: How Does it Affect the Learning Process?

This study examines the presence of transactional distance among students, the factors affecting it, as well as the way it influences the learning process of students in a blended distance learning setting in Greece. The present study involved 12 postgraduate students of the Hellenic Open University (HOU). A qualitative research was conducted, using information collected via individual semi-structured interviews. Content analysis of the gathered information provided evidence regarding the existence of student-student transactional distance for several reasons, such as geographical and relatively limited face to face interaction. The role of the tutor as well as of the course provider were also examined in this respect. Finally the study indicated that the existence of perceived transactional distance among the students has a negative effect on their learning process.

Is There a Value Paradox of E-learning in MBA Programs?

Academic institutions invest considerable resources in improving the website quality of their MBA courses, in the hope of increasing student retention and willingness to recommend the programs to others. Despite this investment, it seems that the old "keep it simple" rule is also true for e-learning. Data collected from students enrolled in a blended distance learning MBA program at the Open University of Israel, shows that the students were most satisfied with the simple and relatively inexpensive e-learning tools, which did not require their active participation. The paper discusses bounded rationality and attention economy as suggested theoretical explanations for this phenomenon, as well as practical implications for academic institutions and educators.