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Promoting Student Agency with Blended Learning: A Mixed Methods Research on the Impact of Perceived Autonomy on Course Experience
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, University of Alberta, Canada

Global Learn, in Princeton-Mercer, New Jersey ISBN 978-1-939797-43-8 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

The University of Alberta allocates exclusive funding since 2014 to support the implementation of blended learning courses across campus. Although this approach is widely associated with student engagement, only a few investigations have addressed agentic engagement in blended learning. Thus, the purpose of this study was to explore whether student perceptions of agency influences their overall experience in these courses. The study used a convergent parallel mixed methods design. Participants (n = 504) responded to a 15-minute online survey that allowed them to complete the quantitative and qualitative data collection procedures simultaneously. Results from both data strands showed that student agency does influence their overall experience with blended learning.

Citation

Vargas-Madriz, L.F. (2019). Promoting Student Agency with Blended Learning: A Mixed Methods Research on the Impact of Perceived Autonomy on Course Experience. In G. Marks (Ed.), Proceedings of Global Learn 2019-Global Conference on Learning and Technology (pp. 268-273). Princeton-Mercer, New Jersey: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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