Abstract

A psychological contract is an individual’s perceived expectation that remains in their mindset and thought process. The purpose of this study is to discover the psychological contract of the student in a blended learning setting by exploring his/her expectations of blended learning. Blended learning with its strategic and systematic approach to the integration of online and face-to-face teaching has stirred the interest of many with its promise of flexibility, personalized learning, ease of accessibility, and student engagement. The methodology adopted is a qualitative methodology using in-depth semi-structured interviews. A sample of 27 tertiary education students in the UAE were interviewed at the start of a 16-week blended learning course to uncover their expectations. The main finding is that the psychological contract of students in a blended learning setting consists of positive educational and relational expectations towards both the teacher and peers. Positive expectations of participation, communication and collaboration result from this study as students expect to learn from both their peers and their teachers through blended learning as well to learn autonomously through activities, problem-solving exercises and research.

摘要

心理契约是一个人在其思维和思维过程中所感知到的期望。这项研究的目的是通过探索学生对混合学习的期望来发现他在混合学习环境中的心理契约。融合式学习及其策略性和系统性方法将在线与面对面教学相结合，以其灵活性，个性化学习，易访问性和学生参与性的承诺，引起了许多人的兴趣。采用的方法是使用深度半结构化访谈的定性方法。在为期16周的混合学习课程开始之初，对阿联酋27名大专学生的样本进行了采访，以了解他们的期望。主要发现是，在混合学习环境中学生的心理契约包括对老师和同伴的积极的教育和关系期望。参与，沟通和协作的积极期望来自这项研究，因为学生希望通过混合学习向同龄人和老师学习，也可以通过活动，解决问题的练习和研究来自主学习。