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Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment.

Jennifer A Phillips1, Christie Schumacher1, Sally Arif1

  • 1Midwestern University, Downers Grove, Illinois.

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Blended learning environments (BLEs) were well received by students for flexibility and learning congruence, though they increased faculty workload. Student time spent on online lectures was less than allocated in most courses.

Keywords:
blended learningcontact hoursworkload

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy
  • Blended Learning Environments

Background:

  • Blended learning environments (BLEs) integrate online and face-to-face instruction.
  • Evaluating student and faculty experiences in BLEs is crucial for effective implementation.
  • Understanding time allocation and perception is key to optimizing BLEs.

Purpose of the Study:

  • To evaluate student perception and time spent on asynchronous online lectures within a BLE.
  • To assess faculty workload and perception associated with implementing a BLE.

Main Methods:

  • Quantitative measurement of student time spent viewing online lectures across three courses (n=427).
  • Survey administration to students and faculty to gauge perceptions of the BLE.
  • Faculty self-reporting of time dedicated to creating BLE components.

Main Results:

  • Students reported preferences for online lectures due to flexibility, application of knowledge, and learning style congruence.
  • Faculty perceived enhanced in-class learning but noted a significant increase in workload.
  • Actual student time spent on online lectures was 3-15% less than allocated time in two of three courses.

Conclusions:

  • Blended learning environments are positively received by students, offering benefits like flexibility.
  • Faculty experience a higher workload when implementing BLEs.
  • Student engagement with online lecture components in BLEs can be efficient, with time spent often below allocation.