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Wednesday, June 22 • 16:45 - 18:00
POSTER.17 - Capturing Positive and Negative Perceptions of Blended Teaching of a Capstone Course

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Blended teaching is an educational model where online delivery ranges from 50 to 80%. A blended model increases flexibility in both pedagogy and delivery (Kocoglu, Ozek & Kesli, 2011). In addition, it does seem to accommodate the various learning styles of students. For instance, in a recent study by Wichadee (2013), it was reported that students’ satisfaction was higher with a hybrid course, as it promoted thinking about material, while observing and listening to others, and allowed students to work at their own pace (Wichadee, 2013). The present study examined undergraduate students in a fourth year capstone course at a Canadian University (n = 53, 48 female). The course was taught using a blended model, with half of the classes being taught face-to-face, and the other half being online. Students were asked to give written responses describing both their positive and negative experiences. Students reported that they enjoyed having the extra time to learn at their own pace since they did not have to attend lecture every week. However, students also reported that the biggest challenge was staying on top of their weekly readings and assignments on their own. When asked about advice they would give to future prospective students, the participants stated that it is important to have good time management skills particularly when taking this type of course. These results highlight the key struggle with this type of teaching, that is the balance between giving students freedom, while still ensuring that they are set up to succeed and learn the necessary material on their own.

Wednesday June 22, 2016 16:45 - 18:00 EDT
Atrium, Physics & Astronomy Building Western University