MASTERING THE BLEND: STUDENTS'VALUE OF CLASSROOM AND ONLINE COMPONENTS IN A BLENDED ACCOUNTING COURSE

摘要

In order to Improve student success in pivotal courses, the promise of technology needs to be harvested. Blended learning should incorporate course redesign in a way that integrates online and classroom activities in the most beneficial way to provide every student the best chance of success. Coordinated design research can indicate how particular sections of the "blend" can add particular value to learning. We examined the strengths of activities in the two main delivery modes and how they complemented each other, drawing on the Garrison and Kanuka approach to blended learning being "the thoughtful integration of classroom face-tc-face experiences with online learning experiences". Benjamin Bloom laid the foundation to improving student outcomes. Inspired by tutoring, he showed significant improvement on average in student outcomes after providing personalised corrective feedback in the areas where students had not mastered the requisite concepts or skills. The Mastery Learning process that builds on his principles, is widely accepted and has been consistently successful in tutoring students in subjects such as mathematics. This approach translated well to computers as tutors, becoming an effective instructional aid. There is little research on how the blend of delivery modes actually tap into the way students construct knowledge. In order to compile the most successful blend of delivery modes for each learning component, designers should also take into account students' preferences.