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Student experiences and views of two different blended learning models within a part-time post-graduate programme

Jepson, D., Young, P. and Moule, P. (2011) Student experiences and views of two different blended learning models within a part-time post-graduate programme. International Journal of Management Education, 9 (3). pp. 37-48. ISSN 1472-8117 Available from:

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Blended learning is an ambiguous concept that has been subject to criticism for its lack of conceptual clarity and pedagogic purpose (Oliver and Trigwell, 2005). Yet, higher education institutions all around the globe are increasingly embracing forms of blended learning (Orton-Johnson, 2008). Initial research into blended learning has been generally positive (Arbaught, 2008) but has not always been substantiated by evaluations of the students’ experiences (Orton-Johnson, 2008; 2009). This article evaluates two different blended learning models on modules within a part-time postgraduate programme, which reflect the popular use of blended learning modes at postgraduate level (Paton and McCarthy, 2008) as well as the open-ended nature of blended modes of teaching and the extent to which the final format is an outcome of tutor skills and preferences (Moule et al., 2010) rather than pedagogic reasoning. The evaluation of these two blended learning models involves quantitative and qualitative data to explore the experiences and views of 20 mature, postgraduate students on such forms of blended learning, offering timely reflection on blended learning models that are practically rather than pedagogically driven and therefore adds to existing research on student preferences and use or non-use of online tools in blended learning models.

Item Type:Article
Uncontrolled Keywords:online learning technologies, blended learning, postgraduate student perceptions
Faculty/Department:Faculty of Business and Law > Department of Business Management
ID Code:14683
Deposited By: Dr D. Jepson
Deposited On:26 May 2011 13:53
Last Modified:22 Aug 2016 04:23

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