Large classes: Better results with blended learning
Journal article, Peer reviewed
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- Scientific articles 
Original versionJournal of International Doctoral Research, 5(2016)1, 9-27
This study shows that adding blended learning elements in a large classroom course has a positive impact on students’ perception of the course, which leads to better course evaluations as well as betterlearning results. A study of 3rd year bachelor students in a strategy course at a Norwegian business school in 2015 and 2016 showed that introducing new elements of blended learning had positive effects on perceived quality and student satisfaction. The additions were more videos and more direct communication online. The number of classroom lectures was reduced. Based on an electronic survey of the students (N=125 in 2015 and N=124 in 2016) we compared the students’ ratings on 10 specific elements of the course evaluation, and there was a significant improvement on seven of them and a significant reduction on one. In total, the course evaluations showed a significant improvement from 2015 to 2016 in students’ perception of learning quality. A separate measurement of a class comprehension test on strategy concepts showed a significant improvement in learning from 2015 to 2016.
This is an Open Access journal. The article is aslo available from www.idrcentre.org