Authors: Fairchild, Alea
Issue Date: Oct-2015
Publisher: Celda
Host Document: Proceedings CELDA 2015 vol:USB
Conference: International Conference on Cognition and Exploratory Learning in Digital Age 2015 edition:12 location:Maynooth, Ireland date:24 – 26 October 2015
Article number: 74
Abstract: Blended learning, structured as a combination of traditional course instruction and additional supporting multimedia course content, can be used in higher education for a variety of reasons. In the case study that we examine, the introduction of blended learning was initiated three years ago with the purpose of creating more resources for coach-student interaction for a heterogeneous graduate student group. However, course results from this academic year have shown a disengagement of the users from the course materials and a reduced number of students submitting the final work for the course. In this research-in-progress, we are exploring why the students have stopped engaging with the course materials at midterm and will try to address how the course could be reoriented to better meet its objectives.
ISBN: 978-989-8533-43-2
Publication status: published
KU Leuven publication type: IC
Appears in Collections:Research Centre for Quantitative Business Processes, Campus Brussels (-)
Faculty of Economics and Business (FEB) - miscellaneous

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