Delivering blended learning to transnational students: students’ perceptions and needs-satisfaction
研究评估了东南亚跨国学生对从面授转向混合式学习的感知，基于1718名学生的调查发现，所有学生认为在线资源有用，但经历过旧模式的学生挫折感更高，而新模式后入学的学生满意度更高。
Transnational education (TNE) has grown significantly in developing countries but providing quality and scaling to large student numbers is a challenge for universities. Blended learning offers a potential solution for scaling at high quality. A large-scale project delivering a blended learning programme for TNE students in South-East Asia was evaluated. The aim of this research was to assess the students’ perceptions of the changes from predominantly face-to-face to blended mode. A student voice survey based on self-determination theory was administered to participating students (n = 1718) to assess their needs, satisfaction and frustration levels. All students found the online resources useful. Students who had experienced the previous delivery of education experienced higher levels of frustration. Conversely, students commencing after the changes had been implemented reported higher levels of satisfaction and lower frustration. Furthermore, mature-age students who attended evening classes perceived the blended approach more positively.