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Learning about Blended Learning through Students' Experiences: An Exploratory Study in Postgraduate Guidance and Counselling Programs in a University with Campuses in Australia and Singapore

Learning about Blended Learning through Students' Experiences: An Exploratory Study in Postgraduate Guidance and Counselling Programs in a University with Campuses in Australia and Singapore

Margaret Anne Carter, Paul Pagliano, Cecily Knight, Donna Goldie
Copyright: © 2016 |Pages: 24
ISBN13: 9781522503590|ISBN10: 1522503595|EISBN13: 9781522503606
DOI: 10.4018/978-1-5225-0359-0.ch004
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MLA

Carter, Margaret Anne, et al. "Learning about Blended Learning through Students' Experiences: An Exploratory Study in Postgraduate Guidance and Counselling Programs in a University with Campuses in Australia and Singapore." Mobile and Blended Learning Innovations for Improved Learning Outcomes, edited by David Parsons, IGI Global, 2016, pp. 60-83. https://doi.org/10.4018/978-1-5225-0359-0.ch004

APA

Carter, M. A., Pagliano, P., Knight, C., & Goldie, D. (2016). Learning about Blended Learning through Students' Experiences: An Exploratory Study in Postgraduate Guidance and Counselling Programs in a University with Campuses in Australia and Singapore. In D. Parsons (Ed.), Mobile and Blended Learning Innovations for Improved Learning Outcomes (pp. 60-83). IGI Global. https://doi.org/10.4018/978-1-5225-0359-0.ch004

Chicago

Carter, Margaret Anne, et al. "Learning about Blended Learning through Students' Experiences: An Exploratory Study in Postgraduate Guidance and Counselling Programs in a University with Campuses in Australia and Singapore." In Mobile and Blended Learning Innovations for Improved Learning Outcomes, edited by David Parsons, 60-83. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0359-0.ch004

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Abstract

The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.

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