A qualitative analysis of student experiences of a blended learning course

Peter A.M. Ruijten, Eline J.M. Hooijman

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Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructions in any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of face-to-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning.
Original languageEnglish
Title of host publication5th International Conference on Higher Education Advances (HEAd’19)
PublisherEPALE - Electronic Platform for Adult Learning in Europe
Publication statusPublished - 2019
Event5th International Conference on Higher Education Advances (HEAd’19) - Valencia, Spain
Duration: 26 Jun 201928 Jun 2019


Conference5th International Conference on Higher Education Advances (HEAd’19)
Abbreviated titleHEAd'19
Internet address


  • Blended learning
  • Student experiences
  • Interviews
  • Flexibility
  • Self-efficacy


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