From face-to-face to blended learning: A qualitative leap towards student autonomization

DOI

10.2991/978-94-6463-360-3_40How to use a DOI?

Keywords

blended learning; autonomy; students; autodirection

Abstract

Within the framework of blended higher education, this article deals with a quantitative research. The aim is not to show the feasibility of the process but rather to validate the usefulness and impact of this mode of teaching on student autonomization. Our contribution aims to emphasize the particularities of blended teaching and the autonomous and flexible aspect of these blended environments.

The present research is in line with this problematic. It has a double objective which, on the one hand, deals with the effectiveness of a given hybrid course and, on the other hand, evaluates the effect of autonomous students’ characteristics on their performance in this course.

We first examined the aspects related to the underlying pedagogical theory of this mode of teaching: a study of the literature brought out two findings that motivated this work. The first concerns the autonomous aspect specific to this approach, characterized mainly by its openness and its activities that promote autonomy, initiative-taking, and the emergence and transition of knowledge through a connected network of learners. The second is the need to provide assistance to students.

The methodological approach chosen for this essay is quantitative. We were able to count on the collaboration of students in order to validate the degree of autonomy during this mode of teaching.

The results obtained showed that the blended teaching proved to be an adequate and effective systemic process that allowed them to conceive and develop their autonomy and flexibility as well as their self-directed and autodidact character.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ksioura Aouatif
AU  - Beggar Awatif
AU  - Mohammed Chakib Tazi Cherti
PY  - 2024
DA  - 2024/02/05
TI  - From face-to-face to blended learning: A qualitative leap towards student autonomization
BT  - Proceedings of the E-Learning and Smart Engineering Systems (ELSES 2023)
PB  - Atlantis Press
SP  - 423
EP  - 435
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-360-3_40
DO  - 10.2991/978-94-6463-360-3_40
ID  - Aouatif2024
ER  -