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Blending face-to-face higher education with web-based lectures: comparing different didactical application scenarios

Hannelore Montrieux UGent, Sandra Vangestel UGent, Annelies Raes, Paul Matthys and Tammy Schellens UGent (2015) EDUCATIONAL TECHNOLOGY & SOCIETY. 18(1). p.170-182
abstract
Blended learning as an instructional approach is getting more attention in the educational landscape and has been researched thoroughly. Yet, this study reports the results of an innovation project aiming to gain insight into three different scenarios of applying web-based lectures: as preparation for face-to-face practical exercises, as a repetition of parts of the course, and as an extension of the course. Both the benefits regarding students' satisfaction, perceived educational effects and the effect on student characteristics were investigated. Results indicate that all students evaluate web-based technology as an added value in higher education. Yet, comparison of the three application scenarios showed that web-based lectures are evaluated most positively when used as course preparation whereas when used as course extension, they were appreciated the least. However, there are indications that student characteristics could play a significant role in the level of appreciation of web-based lectures. We conclude that the potential of web-based lectures lies in their adaptability for use in several scenarios according to educational goals.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
LEARNING OUTCOMES, TECHNOLOGIES, Blended learning, Educational technology, Web-based lectures, Higher education, STUDENT PERCEPTIONS, Student characteristics, SYSTEM
journal title
EDUCATIONAL TECHNOLOGY & SOCIETY
Educ. Technol. Soc.
volume
18
issue
1
pages
170 - 182
Web of Science type
Article
Web of Science id
000351443300015
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
1.104 (2015)
JCR rank
83/230 (2015)
JCR quartile
2 (2015)
ISSN
1436-4522
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
4414623
handle
http://hdl.handle.net/1854/LU-4414623
date created
2014-06-13 10:35:50
date last changed
2016-12-19 15:42:54
@article{4414623,
  abstract     = {Blended learning as an instructional approach is getting more attention in the educational landscape and has been researched thoroughly. Yet, this study reports the results of an innovation project aiming to gain insight into three different scenarios of applying web-based lectures: as preparation for face-to-face practical exercises, as a repetition of parts of the course, and as an extension of the course. Both the benefits regarding students' satisfaction, perceived educational effects and the effect on student characteristics were investigated. Results indicate that all students evaluate web-based technology as an added value in higher education. Yet, comparison of the three application scenarios showed that web-based lectures are evaluated most positively when used as course preparation whereas when used as course extension, they were appreciated the least. However, there are indications that student characteristics could play a significant role in the level of appreciation of web-based lectures. We conclude that the potential of web-based lectures lies in their adaptability for use in several scenarios according to educational goals.},
  author       = {Montrieux, Hannelore and Vangestel, Sandra and Raes, Annelies and Matthys, Paul and Schellens, Tammy},
  issn         = {1436-4522},
  journal      = {EDUCATIONAL TECHNOLOGY \& SOCIETY},
  keyword      = {LEARNING OUTCOMES,TECHNOLOGIES,Blended learning,Educational technology,Web-based lectures,Higher education,STUDENT PERCEPTIONS,Student characteristics,SYSTEM},
  language     = {eng},
  number       = {1},
  pages        = {170--182},
  title        = {Blending face-to-face higher education with web-based lectures: comparing different didactical application scenarios},
  volume       = {18},
  year         = {2015},
}

Chicago
Montrieux, Hannelore, Sandra Vangestel, Annelies Raes, Paul Matthys, and Tammy Schellens. 2015. “Blending Face-to-face Higher Education with Web-based Lectures: Comparing Different Didactical Application Scenarios.” Educational Technology & Society 18 (1): 170–182.
APA
Montrieux, H., Vangestel, S., Raes, A., Matthys, P., & Schellens, T. (2015). Blending face-to-face higher education with web-based lectures: comparing different didactical application scenarios. EDUCATIONAL TECHNOLOGY & SOCIETY, 18(1), 170–182.
Vancouver
1.
Montrieux H, Vangestel S, Raes A, Matthys P, Schellens T. Blending face-to-face higher education with web-based lectures: comparing different didactical application scenarios. EDUCATIONAL TECHNOLOGY & SOCIETY. 2015;18(1):170–82.
MLA
Montrieux, Hannelore, Sandra Vangestel, Annelies Raes, et al. “Blending Face-to-face Higher Education with Web-based Lectures: Comparing Different Didactical Application Scenarios.” EDUCATIONAL TECHNOLOGY & SOCIETY 18.1 (2015): 170–182. Print.