THRESHOLD BARRIER CHARACTERISTICS IN UNIVERSITY STUDENTS’ BLENDED LEARNING EXPERIENCE. CONTINUATION OF RESEARCH

Back to Page Authors: Vladimir Pitchko, Elisabeth Le

Keywords: blended learning, threshold barrier, university students, introductory chemistry course

Abstract: The Blended Learning teaching technique combines the traditional F2F teaching method with a partial online delivery of learning material to students. The purpose of the research project presented here is to study difficulties students experience in their first university academic year when they are exposed to a new teaching technique. In this specific case, chemistry students are introduced to Blended Learning. The science students had five blended learning classes in the Introductory to University Chemistry course. Each Blended Learning class was followed by a 15-min inclass quiz and an online questionnaire. Former and current students were also interviewed for their experience with Blended Learning. The preliminary results of this study were reported in 2019 at the 6th ICTEL conference in Prague. In 2019/2020, the research was extended to a new group of first-year students who were exposed to Blended learning for the first time. More statistically reliable results were obtained. The collected data was analyzed through the prism of the threshold barrier concept. The preliminary results showed transformative, irreversible, integrative and troublesome characteristics in students’ experience with Blended Learning.