Students' Perceptions towards Blended Learning in Teaching and Learning Economics

Abstract

Blended learning or mixed learning is a concept that refers to the blending of traditional (physical) learning methods and new learning methods based on e-learning (e-learning, m-learning). In recent years blended learning has gained considerable popularity in training and education and in higher education especially. In this era of technology, where electronic resources are accessible at all times, blended learning has an impact on both the teacher and the student. The teacher works better with the student, while the student becomes more interested in the discipline they are studying, using a number of methods and means that make learning more efficient and easier. The Internet allows the student to be in touch with the teacher, which has both advantages and disadvantages. An advantage is that learning can take place at any time and in any place, and the student has an integrated learning experience, while lack of face-to-face meetings with the teacher may be a disadvantage from the absence of direct guidance. The objective of this paper is to determine students' perceptions towards blended learning approach (which combines the traditional classroom learning, course-ware and web-based learning) in teaching and learning Economics. It also aims to identify the learning methods which students find attractive, useful and effective. In the study were involved undergraduate students enrolled in The Bucharest University of Economic Studies. A questionnaire was given to evaluate their perception towards blended learning and learning methods. From the findings, conclusion has been drawn regarding the investigated subject and recommendations have been made.

Full text

The 14th International Scientific Conference
eLearning and Software for Education
Bucharest, April 19-20, 2018
10.12753/2066-026X-18-061
Students’ Perceptions towards Blended Learning in Teaching and Learning Economics
Monica Elisabeta PĂDURARU
Teachers’ Training Department, The Bucharest University of Economic Studies, Bucharest, Romania, 5-7 Mihail Moxa
Street, District 1, 010961, Bucharest , Romania
monicapaduraru@yahoo.com
Gheorghe ORZAN, Raluca Florentina TIȚA
Department of Marketing, University of Economic Studies, Bucharest, Romania 41 Dacia Blvd., District 1, 010404
orzan.gheorghe@mk.ase.ro
raluca.tita@mk.ase.ro
Abstract: Blended learning or mixed learning is a concept that refers to the blending of traditional
(physical) learning methods and new learning methods based on e-learning (e-learning, m-learning). In
recent years blended learning has gained considerable popularity in training and education and in
higher education especially. In this era of technology, where electronic resources are accessible at all
times, blended learning has an impact on both the teacher and the student. The teacher works better
with the student, while the student becomes more interested in the discipline they are studying, using a
number of methods and means that make learning more efficient and easier. The Internet allows the
student to be in touch with the teacher, which has both advantages and disadvantages. An advantage is
that learning can take place at any time and in any place, and the student has an integrated learning
experience, while lack of face-to-face meetings with the teacher may be a disadvantage from the
absence of direct guidance. The objective of this paper is to determine students' perceptions towards
blended learning approach (which combines the traditional classroom learning, course-ware and web-
based learning) in teaching and learning Economics. It also aims to identify the learning methods
which students find attractive, useful and effective. In the study were involved undergraduate students
enrolled in The Bucharest University of Economic Studies. A questionnaire was given to evaluate their
perception towards blended learning and learning methods. From the findings, conclusion has been
drawn regarding the investigated subject and recommendations have been made.
Keywords: blended learning, learning methods, traditional classroom learning, web-based learning.
I. PROBLEM STATEMENT
Our present can be described with the help of three words: globalization, technology, digital.
In this reality, whether it is wanted or not, everybody has to integrate, because no one has the power to
stop these phenomena, and if the adaptation is not a quick one, we come out of the rhythm, seen as
normal, of this century.
If for the present students this reality represents normality, the teachers and the educational
system must have the curiosity and the openness to accept and implement these phenomena. Why?
Because non-involvement and refusal to adapt to new things only affect the teaching and learning of
students (Tilincă, 2012, page 41).
Teacher integration in this new technology system does not change the content of education,
but the way of training (which can be optimized for each student individually) and learning experience
(which determines the knowledge of a number of new tools that teachers can use to develop a range of
skills for students).
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Certainly, traditional courses still play a very important role in developing student
competencies, which is why specialists in the field have thought to combine traditional and interactive
approaches and to develop a new concept, namely blended learning (Beres, 2014, page 24).
II. RESEARCH CONTEXT
2.1 Blended Learning – a Necessity
If in the first years of existence the concept of blended learning implied the combination of
traditional (face-to-face) teaching with modern learning, the evolution of technology and the
technological habits of young people has made this concept expanded so that at present involves
combining the traditional learning method with all those virtual methods of teaching, learning and
deepening content (Caraivan 2011).
When it comes to mixed learning, it is important to take into account three essential elements:
- The concept of blended learning is based on online learning. The essence of mixed learning is that
learning is online.
- The student is studying in the classroom, but also anywhere, anytime, anyway. Mixed learning
implies that the student allocates the study for part of the time to the educational institution
alongside the teacher and colleagues but the other part of the study time can spend in the online
environment where he can communicate and collaborate easily with both the teacher and the the
colleagues.
- The student has an integrated learning experience. The combination of traditional and modern
approaches offers the learner an integrated learning experience, so that information comes to him
through several communication tools that give him the opportunity to better understand the subject
and keep the information easier. In mixed learning, a system that tracks the student's level of
education is used to adjust the amount of information and how it reaches the student, thus creating
a personalized training (https://www.blendedlearning.org/basics/).
Mixed learning has been implemented by teachers to optimize learning outcomes, so they
focus on the learning objective and not the content delivery method. This method was to the liking of
students because it allows them to learn more easily, to create their own learning style and especially
to enable them to use the Internet and social networks in an efficient way.
2.2 The Advantages and Disadvantages of Mixed Learning
Currently, mixed learning is the most widely used method in the university system around the
world. In Romania, the use of mixed learning is recent, but it has had a positive impact, being
appreciated by students.
There are a number of advantages that mixed learning holds, which also justifies student
preference for it:
- Distance learning firstly offers flexibility to both teachers and students in the educational process.
The teacher can provide a range of materials through the online environment, while the student
can access and view them anywhere, anytime (Caraivan 2011).
- Efficient student assessment - Through distance learning, student assessment can be made easier
and more efficient: the teacher can offer online tests and projects, students can work from
anywhere, not being forced to come to the classroom and the teacher can evaluate student
performance more easily.
- Effective student interaction - In the online environment, students collaborate and develop a range
of online projects with the ability to work from anywhere, anytime. (Tilinca, 2012, p. 44) There
are students faced with shyness, and mixed learning helps them to overcome this threshold: in the
virtual environment they work, and face-to-face addresses an already familiar topic that no longer
inhibits them.
- Interaction with other colleagues - Mixed learning enables students to interact and develop
projects with students from other areas or countries. This interaction adds value to the projects and
represents a great opportunity to exchange experiences. Students have the opportunity to make
virtual tours (Tilincă, 2012, pag 44).
- Personalized learning and rhythm - Mixed learning offers students the opportunity to create a
personalized learning style and always have the possibility to communicate with a mentor. Since
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teamwork involves program overlap and a common rhythm, the online environment enables each
member of the team to work at their own pace without being pressured by other teammates, only
when it comes to the deadline.
In addition to the above-mentioned advantages, mixed learning also has a number of
disadvantages, including:
- Lack of technology infrastructure - Currently, not all educational units are adequately equipped
with technology. There is no suitable technology available in all university centers to offer the
possibility of applying mixed learning, and their endowment would require considerable capital
investment. It is worth mentioning that mixed learning without the Internet is not possible.
- Teachers challenge - informatics literacy and overwork - In mixed learning, we are confronted
with what is called computer literacy. This can be considered an important barrier for teachers,
whether we are talking about the lack of IT infrastructure, or about teachers' willingness to adapt
to change. It is important for teachers to adapt to new and market innovations, because they will
understand the benefits of mixed learning. The implementation of mixed learning implies, in the
early stages, an effort from teachers: new courses, adaptation of the curriculum, a correct
relationship between traditional learning and modern learning methods.
- The temptation of plagiarism - Internet surfing provides information in an easy manner but also
temptations. Students are unaware that not everything that the online environment offers is true, so
that every piece of information found must be checked before being introduced into the
discussion.
Specialists in the field propose a series of strategies to build blended learning.
Live face-to-face (formal) involve:
•Instructor-led classroom
•Workshops
•Coaching/mentoring
•On-the-job (OTJ) training
Live face-to-face (informal) involve:
•Collegial connections
•Work teams
•Role modeling
Virtual collaboration/synchronous involve:
•Live e-learning classes
•E-mentoring
Virtual collaboration/asynchronous involve:
•Email
•Online bulletin boards
•Listservs
•Online communities
Self-paced learning involve:
•Web learning modules
•Online resource links
•Simulations
•Scenarios
•Video and audio CD/DVDs
•Online self-assessments
•Workbooks
Performance support involve:
•Help systems
•Print job aids
•Knowledge databases
•Documentation
•Performance/decision support tools
Table 1. Strategies for Building Blended Learning
After Goiceanu (2014, page. 10)
III. BLENDED LEARNING IN TEACHING AND LEARNING ECONOMICS. CASE
STUDY - BUCHAREST UNIVERSITY OF ECONOMIC STUDIES
Researchers in the field claim that blended learning is currently the path to effective and long-
term learning, so the purpose of this quantitative research is to study students' perceptions about the
concept of blended learning in teaching and learning economic subjects.
3.1 Methodology
Among the research objectives we can mention: (1) Determining the ways of communication
between the teacher and the student; (2) Identifying students' preferences about the tools used to
disseminate information; (3) Identifying the main advantages of using blended learning.
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The target group consisted of 127 respondents, students in the second and third year of the
bachelor cycle and the first and second year of the master's degree in The Bucharest University of
Economic Studies (BUES).
For this research, we used a quantitative method - the survey, and the questionnaire was the
instrument used to collect the information.
The questionnaire consisted of 12 questions each having the role of obtaining the information
necessary to achieve the above mentioned objectives. The items of the questionnaire were structured
as follows: item 1 - filter question; items 2-3 referred to the identification of student preferences
regarding the tools used to disseminate information; items 4-5 have been built to determine the
communication between the teacher and the student; items 6-10 refer to the main benefits of using
blended learning; items 11-12 were intended for collecting individual data.
For the time of gathering the information we took into account: modal coordinates: the survey
carried out was highly structured, was online and was sent to the target group; time coordinates: the
research was conducted over two weeks, between January 8-22, 2018; the questionnaire could be
completed at any time; the spatial coordinates - given that it was administered online, the
questionnaire could be completed from any location where the Internet could be accessed.
3.2 Data Analysis and Discussion
From the perspective of the first objective of the research, the analysis of gathered data shows
which are the main ways of communication used between the teacher and the student.
The way communication and dissemination of information in courses / seminars, whether it is
deepening materials, whether it is requirements, projects or notes, is very important and must be
effective and effective. In this research it was noticed that the blended learning platform
www.online.ase.ro represents the way of communication and dissemination of the most frequently
used information by the teachers, but there are other methods used, among them: the classical method
( within hours), via e-mail, via SMS or through the Facebook platform.
The results can be summarized as follows: through the blended learning platform are offered:
the requirements of the course projects (56 respondents), the projects are sent to the teacher by the
student (60 respondents), the notes for the course projects (59 respondents), the requirements seminar
projects (47 respondents), seminar projects from student to teacher (43 respondents), grades for
seminar projects (44 respondents), materials for knowledge assimilation (70 respondents), the
procedure and student evaluation criteria (50 respondents), final grades from teacher to student (71
respondents). 42 of the respondents stated that Communication between teacher and student is done
through the blended learning platform www.online.ase.ro.
Materials / tools used by teachers to disseminate information during class and seminar classes
are important to help the student to retain information more easily. Regarding the second objective of
the research - identifying students' preferences about the tools used to disseminate information – the
analysis of the data shows that, unfortunately, the least used tools in disseminating information are e-
books and blogs, and the most commonly used are the www.online.ase.ro platform and the Facebook
social network.
The platform www.online.ase.ro is the tool that 68.5% of respondents want to be used more
often by the teacher in the educational process. The following two tools that students would like to be
used in the educational process are e-books, 51.2% and 45.7% audio / video.
Communication between students and teachers takes place via email (85%), while 66.1% of
students communicate with teachers through the online platform. The rest of the respondents use the
SMS (9.4%), the phone (16.5%), the social networks (53.5%) and the videoconferencing (1.6%) as
communication tools in relation to the teaching staff.
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Figure 1. Communication tools used frequently in teacher-student relationship
With reference to the third objective of our research, we have found that the blended learning
platform www.online.ase.ro is used very often by 39.4% of the respondents, while 24.4% say they
often use it, and 22.8% say they use it often, or rarely. Only 11.8% of respondents use the platform,
and 1.6% responded that they never used this platform.
Figure 2. Frequency of use of the blended learning platform www.online.ase.ro
In our research we have also put the question of the efficiency of using the blended learning
platform www.online.ase.ro. The central tendency (mp = (1 * 2 + 2 * 8 + 3 * 34 + 4 * 40 + 5 * 43) /
127 = 3.5) shows that on average respondents believe the blended learning platform is efficient.
71.7% of the respondents rate that the degree of interactivity of the online learning platform
on blended learning by providing additional details and answers to student questions was at an
optimum level, while only 28.3% were not the same opinion.
Figure 3. Effectiveness of using the blended learning platform www.online.ase.ro
The mixed teaching methods used by the teaching staff are to the liking of the students; over
90% of them consider that the mix of classical and modern learning facilitates the acquisition of
knowledge and the acquisition of skills.
The blended learning alternative is often used by the teachers, but also highly appreciated by
the students, fact demonstrated by the following results: 73 of respondents fully agree that blended
learning helps the student to organize themselves in the most efficient way; 71 of the surveyed
students are totally in agreement that mixed learning offers the possibility of a tutor's assistance for 24
hours a day; 71 of those who answered the questionnaire totally agree that blended learning helps the
student assimilate information more easily; over half of the respondents, in the exact number of 69,
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consider mixed learning to be effective because it alternates the study conducted under the guidance of
a teacher and the individual study (physically or computerized); 74 of respondents strongly agree that
blended learning offers the opportunity to create a personal learning style; 74 of those who responded
to the questionnaire totally agree that blended learning offers the possibility of a global interaction
between students and teachers and beyond.
IV. CONCLUSIONS
Living in a world where communication is essential nowadays, individuals need to be
connected to information. Mixed learning makes the children of the youngest age to gather
information from several directions, whether we are talking about face to face with the teacher /
teacher / teacher, whether we are talking about watching TV or interacting in the virtual environment
with the teacher or with other colleagues.
We believe that in Romania, where the temptation to not participate in classes is increasing,
teachers should design a mixed learning curriculum and use innovative strategies to attract students
and to make them collaborate, so we think that mixed learning is the future when it comes to students /
students.
Until now, mixed learning is a concept implemented only in a small part of the Romanian
educational system, but it will certainly become an integrated part of higher education.
Taking into account that the future of technology is announced to be dominated by tablets,
telephones, intelligent clocks and other gagets or innovative applications, we believe that mixed
learning is to be integrated in other fields such as medical, military, architectural, engineering, etc. To
this end, initial and continuing teacher education should include the use of mixed learning strategies so
that they become an everyday aspect of teaching, learning and evaluation.
Since traditional methods will still be present in teaching methods, but technology is in
constant evolution, we believe that the most portable solution for the educational system and not only
is blended learning, which represents the future of lifelong learning strategies.
Reference Text and Citations
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