Perception of blended learning inventory (POBLI) - development and validation

Research output: Contribution to conferencePaperResearchpeer-review

Topic: 02 Scholarship of teaching and learning
Abstract id: 140608-E-1270

Title: PERCEPTION OF BLENDED LEARNING INVENTORY (POBLI) – DEVELOPMENT AND VALIDATION
Berit Lassesen 1,*Dorte S. Rossen 1Maria Hvid Stenalt 1,* Aarhus University, Aarhus, Denmark

Background: Aarhus University (DK) has chosen 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 teaching in blended learning (González 2010; Lameras et al., 2012). In one study, Ellis et al. (2006) found that an unclear, fragmented conception of the use of blended teaching was associated with a teacher focused approach, whereas a more cohesive conception of blended context appeared to stimulate a more student focused approach to teaching. In another study Ginns and Ellis (2007) explored the relationships between students' perceptions of the e-learning environment, their approaches to studying, 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. It is well-known that students’ approaches to learning are highly susceptible to contextual factors, and knowledge about how students perceive the teaching context, and how these perceptions are linked to their approaches to learning, may assist teachers in developing activities that encourage appropriate learning strategies. In order to identify appropriate uses of blended learning in Higher Education and to enable the tailoring of teaching approaches to the different needs of an increasingly diverse student body, more knowledge is needed on how to integrate blended learning in educational settings and how best to address the associated pedagogical issues.

Aim: The aim of the present study is 1) to develop a questionnaire to assess teachers’ perceptions of blended learning and their approaches to teaching, 2) to evaluate its psychometric properties, and to explore its preliminary construct validity.

Methods: The ongoing project will develop a pool of items based on a review of the existing literature on blended learning in the tertiary sector. The preliminary questionnaire will then be administered to teachers before and after a course on the use of blended learning. The instrument’s psychometric properties, including its factor structure and internal consistencies will be explored together
with its preliminary construct validity using quantitative and qualitative methods. The instrument’s sensitivity will be determined by comparing changes in scores with results of qualitative interviews asking the participants about their own perceptions of changes in thinking about their teaching approaches.

Results: The preliminary questionnaire and results will be presented and discussed.

Perspectives: The project will add to the existing research by exploring how the design and experience of blended teaching and
learning affects teaching behaviors and student approaches to learning.
Original languageEnglish
Publication year2014
Publication statusPublished - 2014
EventICED 2014 - Stockholm, Sweden
Duration: 16 Jun 201418 Jun 2014

Conference

ConferenceICED 2014
CountrySweden
CityStockholm
Period16/06/201418/06/2014

Bibliographical note

Abstract 140608-E-1270

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