ABSTRACT

This paper analyses student perceptions of Active Blended Learning (ABL) during the transition to an institutional pedagogy at the University of Northampton. In focus groups with 227 student participants across all four faculties, we explored factors mediating student engagement with ABL. Students expressed a preference for face to face teaching and perceived an increase in expectations of independent learning. Students challenged the relationship between online components and assessment. Consumerist narratives were a consistent thread, with online learning perceived as offering less value for money. Although the lecturers self-reported as having fully implemented ABL, the students’ descriptions suggested that learning was not always active, with blended learning often a bolt-on to traditional classroom practice.

摘要

本文分析了北安普顿大学在向机构教学法过渡期间学生对主动混合学习 (ABL) 的看法。在由所有四个院系的 227 名学生参加的焦点小组中，我们探讨了调节学生参与 ABL 的因素。学生们表达了对面对面教学的偏好，并对独立学习的期望有所增加。学生们对在线组件和评估之间的关系提出了质疑。消费主义叙事是一条一贯的主线，在线学习被认为物有所值。尽管讲师们自我报告已经完全实施了 ABL，但学生的描述表明学习并不总是主动的，混合式学习通常是传统课堂实践的补充。