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‘I've stuck to the path I'm afraid’: exploring student non‐use of blended learning
Author(s) -
OrtonJohnson Kate
Publication year - 2009
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2008.00860.x
Subject(s) - scholarship , blended learning , scholarship of teaching and learning , mathematics education , psychology , qualitative research , higher education , pedagogy , qualitative property , educational technology , sociology , teaching method , computer science , social science , teaching and learning center , political science , machine learning , law
This paper draws on qualitative data from a study of student use of blended learning as part of a conventionally taught undergraduate Sociology course. Findings from an early evaluation questionnaire highlighted an overwhelming pattern of non‐use of the materials and subsequent research with a group of 16 students evidenced limited and inconsistent engagement with the resources. In an analysis of the category ‘non‐use’, the students’ rejection of the materials is seen to be closely related to a trust in traditional texts as authentic academic knowledge and an instrumental and strategic approach to study. Blended learning resources are shown to challenge existing learning patterns and practices, reconfigure existing understandings and expectations of academic scholarship and reconstruct academic boundaries in new spaces.