The Role of Student Feedback in Evaluating and Revising a Blended Learning Course

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Blended learning courses, which combine online coursework with face-to-face class sessions, are becoming a very popular form of course delivery in colleges and universities. This study provides a longitudinal analysis of data from 2001-2007 for a graduate level course in library and information science given through a combination of online, interactive television, and on campus class sessions. Student feedback was gathered via open-ended questions on surveys conducted within WebCT course management software. Data was analyzed to track student evaluations of course elements including textbooks, assignments, and delivery modes. Revisions were made and the success or failure of the changes evaluated through subsequent surveys. Advantages and disadvantages of this method are assessed.


Keywords: Blended Learning, Student Feedback, Student Satisfaction, Course Evaluation
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Paper Presentation in English
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Prof. Linda Brew

Library Associate Professor, Bailey/Howe Library, University of Vermont
Burlington, VT, USA

Linda Brew is Library Associate Professor in Bailey/Howe Library at the University of Vermont, with a secondary appointment as Associate Professor in the College of Education and Social Services. She served as Coordinator of the School Library Media Studies Sequence, a six course structured curriculum designed to prepare Vermont educators for licensure as school library media specialists, from 1992-2007. Her research focuses on distance education and she created the blended learning template used by the course sequence since 1999. Her other interests include using a variety of media to teach the use of library resources. She is the principal author and editor of Teaching Technologies in Libraries: A Practical Guide.

Ref: L08P0585