A Thematic Analysis of the Blended Learning Experiences of Undergraduate Students in Hong Kong

Abstract

The development of blended learning in Hong Kong has been shifted to using pedagogical driven approach and the adoption of learning theories in blended learning course development became significant. In the past years, HKU SPACE adopted cognitive alignment in outcome-based learning theory for designing and developing blended learning course to the students. This research aims at understanding learning experiences of undergraduate students in blended learning. In this study, qualitative approach was adopted for obtaining in-depth understanding of learning experiences of the students in the blended learning environment. Focus group interviews for students were conducted in an accounting course. The interviews were analyzed by thematic analysis while thematic maps were used for coding and themes identification. The themes in learn via learning activities, learn via collaboration, learn for good assessment result, learning activities helps study and enjoyed most, perceived advantages of online learning, need more learning support, need mobile learning, preference in integrated and non-integrated blended learning, and difficulties in blended learning were identified. With the themes identified, issues on learning engagement, importance of aligning assessment with learning activity, online collaboration and enhancing blended learning experiences were discussed. Finally, pedagogy designs to enhance students learning were recommended. The study contributes to fill the research gap in understanding blended learning experiences of undergraduate students in Hong Kong.