Blended Learning in Higher Education: Learners‟ Preferences and Insights

Abstract

This research study was conducted on the prevailing learners‟ perceptions and preferences towards Blended Learning in Higher Education. This was a case study involving one private University in Kenya. The purpose of the study was to assess the learners‟ perspectives of Blended Learning, identify their experiences and make recommendations for improvement of program design and delivery. The study design adopted a mixed research approach and was situated within Garrison (2008) theoretical framework of Community of Inquiry (CoL). The research addressed the following research objectives: What are the reasons for choosing the Blended Learning program? What are the learners‟ perceptions towards the quality of preparation and delivery of blended learning programs? How do learners compare the Blended Learning and traditional classroom learning? What are the suggestions for the future development of Blended Learning? Participants were drawn from cohorts of learners enrolled at different stages of study in the Blended Learning program at the University. A purposive sampling technique was used to identify participants. The participants responded to questionnaire that was emailed to them by their course instructors. The completed questionnaires were subsequently emailed back to the researcher. Analysis of data was done using descriptive and inferential statistics. Pearson-Product moment correlation coefficient was used to describe relationships between variables. The findings from the study indicate that when there is greater social and teaching presence, learner‟s satisfaction increases. Provision of support in terms of teaching presence and instructional resources needs to be enhanced. Facilitators of Blended Learning courses have to be more proactive and initiate frequent online discussions to enrich their courses.