Bricks or clicks? Predicting student intentions in a blended learning buffet

  • Michelle Hood Griffith University

Abstract

This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course (N = 113; 84% female). Students were aged 18 to 51 years (M = 23.16; SD = 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy value model, were tested. Higher work commitments, greater reliance on rehearsal, higher self-regulation, and higher critical thinking were the most important predictors of intentions to use online lectures. Almost 40% of the variance in those intentions was explained. Having the required computer software was the only independent predictor of intentions to attend synchronous online tutorials. Overall, 10% of the variance in those intentions was explained. Intentions to access asynchronous (archived) online tutorials were uniquely predicted by lower ability and higher extrinsic motivation. Overall, 26% of the variance in those intentions was explained. The predictors did not explain significant variance in intentions to attend f2f lectures or tutorials. These findings contribute to understanding how students go about making choices when faced with buffet style blended learning courses. Motivational and practical factors both influence the choices students make.


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Author Biography

Michelle Hood, Griffith University
Senior Lecturer in the School of Applied Psychology at Griffith University.
Published
2013-12-23
How to Cite
Hood, M. (2013). Bricks or clicks? Predicting student intentions in a blended learning buffet. Australasian Journal of Educational Technology, 29(6). https://doi.org/10.14742/ajet.415