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Perception of Blended Learning Inventory - Development and validation

Project: Research

  • Open University, UK
  • The Open University, UK
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Background: Aarhus University (DK) has decided upon a new strategic focus on 'Educational IT’ with the purpose of strengthening teaching and learning through use of online interactions. Some of the major challenges in the development of this strategy include how to, identify rationales for using blended learning, stimulate pedagogical reflections and explore how the use of blended learning affects teachers’ approaches to teaching and students’ approaches to learning in higher education.
So far, there has been relatively limited research on approaches to teach by the use of blended learning (González 2009; Zhao, et al., 2009; Lameras et al., 2012). In one study, Ellis et al. (2006) found that an fragmented conception of the use of blended teaching was associated with an information transmission/teacher focused approach, whereas a more cohesive conception of blended context appeared to stimulate a more student focused/ deep approach to teach. Another study by Ginns and Ellis (2007) explored the relationships between students' perceptions of the blended learning environment, their approaches to study, and their academic performance. The results indicated that students differed widely in their perception of the environment, resulting in variations in study approaches and grades. For example when online and face-to-face activities in seminars or lectures are perceived by students as unconnected, they are also perceived as having little or no relation with the learning outcomes (Bliuc et al, 2010). More knowledge is therefore needed in order to stimulate academic practice that encourages student-centered learning and scholarly approaches to teaching and learning with technology to a student body with different needs.
The purpose of the study is: 1. a) to develop a questionnaire to assess teachers’ perceptions of blended learning in relation to their approaches to teaching, b) to evaluate its psychometric properties, and to explore its preliminary construct validity (Phase 1)
2. a) to develop a questionnaire to assess students’ perceptions of blended learning and the relation to their approaches to learning, b) to evaluate its psychometric properties, and to explore its preliminary construct validity (Phase 2)
Methods: In the ongoing project a pool of items will be developed based on a review of the literature on perception of blended learning in the tertiary sector and qualitative interviews (Teachers/students). The preliminary questionnaires will be administered to teachers/students, during courses involving blended learning activities. The instruments’ psychometric properties, including its factor structure and internal consistencies will be explored together with its preliminary construct validity using quantitative and qualitative methods. The sensitivity of the instruments will be determined by comparing changes in scores with results of qualitative interviews asking the participants about their own perceptions of their approaches to teaching/learning.
Perspective: The results of the proposed project will complement and add to existing knowledge generated by our previous research (Lassesen, 2012) as well as it may help answer some of the questions raised in connection with research on teaching and learning and blended learning. The use, and possible effects, of blended learning has been the subject of increasing interest in Higher Education and the present study may contribute to increase the ability of teachers to make informed choices when considering uses of blended learning activities that constructively link course intentions with course outcome. The study may also assist educational developers to cultivate and evaluate online learning environments in the support of student-centered teaching and learning activities and how these can be pedagogically employed to enhance the teacher/student experience.
Research collaboration: The proposed study emanates from Centre for Teaching and Learning, Aarhus University, School of Business and Social Sciences. The study is initiated in collaboration with Dr. Linda Price, Senior Lecturer in Educational Technology, Institute of Educational Technology Open University, UK & Professor of Engineering Education at the Engineering Faculty (LTH) in Lund University, Sweden, http://iet.open.ac.uk/people/l.price and Professor in Student Learning & Assess John Richardson Open University, Institute of Educational Technology, http://iet.open.ac.uk/people/j.t.e.richardson
Effective start/end date01/10/201301/09/2015

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Research outputs

ID: 128996441