Examining interactivity and flow in a blended course to advance blended learning practices
Theano Yerasimou, Indiana University, United States
Indiana University . Awarded
Blended learning has been rapidly growing in both education and corporate settings. Researchers, instructional designers, and educators have been focusing on discovering instructional strategies and technology tools that can lead to effective blended learning practices. Existing research has demonstrated the importance of interactivity as a critical component of designing instructional strategies and learning environment. Flow is also another element that proved valuable in enhancing learning experiences, especially for online learning environments.
The purpose of this study was to examine the two concepts – interactivity and flow theory of motivation – in order to discover methods and means for designing and implementing successful blended learning environments. A total of 44 students enrolled in a blended teachereducation course participated in the study. Data was collected from several sources throughout the semester, and included learner interactions and conversations using various online collaboration tools, learner products collected from the wiki and blogs, learner perceptions and flow through three different learner questionnaires (demographics, flow, and perceptions), as well as through interviews conducted with five students. Data were analyzed through both quantitative and qualitative methods, including descriptive statistics (participation analysis), computer-mediated discourse analysis methods, content analysis, and the constant comparative method. Findings from the study revealed the interactivity and flow elements that are critical to consider when designing blended learning to advance learners’ motivation and active participation. The study’s results were also used to formulate a set of guidelines that may prove useful to those who are involved in designing and delivering blended learning courses.
Yerasimou, T. Examining interactivity and flow in a blended course to advance blended learning practices. Ph.D. thesis, Indiana University.
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