Digitisation in education: practices and experiences of teachers and students with blended education at the University of Amsterdam (period 2022-2023)
Team members: Sunčica Bruck, Bart van Loenen, Emma Vermeulen, Natalie Pareja Roblin, Frank Cornelissen, Joke Voogt & Monique Volman
This study aims to gain insight into how UvA lecturers from various disciplines designed and facilitated blended courses, as well as their perspectives on these experiences. The following research questions guided the research:
Read the full report (pdf, 67 p.)
This literature review was conducted in order to synthesize research on what characterizes effective and meaningful Blended Education. The aim of providing such insight is to inform blended course design and pedagogical practices, as well as contributing to the institutional digitalization strategy of the University of Amsterdam.
This study was guided by the following research question: “Which key considerations emerge from the literature pertaining to effective and meaningful blended course design and teaching practices in higher education?”
Lecturers across the UvA are increasingly experimenting with the design blended courses. However, there is little in-depth insight into what ‘blends’ work best and why lecturers – when they design blended courses – make certain choices, such as the ratio of online and on-campus activities, the use of digital tools or the teacher role. In this qualitative multiple case study we investigate what features of blended courses were perceived as successful by students and lecturers. Results contribute to inform further development and improvement of blended education at the UvA.
Read the full report (pdf, 23 p.)
What makes blended courses successful in the experience of teachers and students?
Emma Vermeulen, Suncica Bruck, Bart van Loenen, Natalie Pareja Roblin, Frank Cornelissen, Joke Voogt & Monique Volman. 09-06-2023.