ABSTRACT

Blended learning (BL) has been widely adopted across the higher education (HE) sector, with a growing body of literature exploring its impact on both students and faculty. However, to date, few studies have examined how students with Specific Learning Difficulties (SpLDs) experience BL. This paper presents the results of a qualitative case study investigating the BL experiences of students with SpLDs in a British HE institution. A thematic analysis of semi-structured interviews conducted with six participants revealed five major themes regarding the BL experience of students with SpLDs: (1) clarity of purpose and instruction; (2) ease of use; (3) accessibility; (4) fear of ‘getting it wrong’ in online spaces and (5) interaction and staff engagement. The findings underscore the significance of addressing these areas in order to increase the efficacy of BL to meet the learning needs of students with SpLDs.

摘要

混合式学习 (BL) 已在高等教育 (HE) 领域得到广泛采用，越来越多的文献探索其对学生和教师的影响。然而，迄今为止，很少有研究考察有特殊学习困难 (SpLD) 的学生如何体验 BL。本文介绍了一项定性案例研究的结果，该研究调查了英国高等教育机构中患有 SpLD 的学生的 BL 经历。对六名参与者进行的半结构化访谈的主题分析揭示了关于 SpLD 学生的 BL 体验的五个主要主题：(1) 目的和指导的明确性；(2) 易用性；(3) 可达性；(4) 害怕在网上空间“弄错”以及 (5) 互动和员工参与。