The Effectiveness of the Blended Learning Approach at the University of Strathclyde: Exploring MSc TESOL and Intercultural Communication Students’ Perspectives of the Blended Learning Environment

Abstract

Much attention has been given to blended learning in higher education, especially during and after Covid 19, because teachers and students can communicate physically and virtually using the blended learning approach. Using the Community of Inquiry (CoI) as a theoretical frame, the purpose of this study is to explore MSc TESOL and Intercultural Communication students’ perspectives at the University of Strathclyde regarding the blended learning environment. Data were collected from ten participants via an open-ended questionnaire followed by four semi-structured interviews. The thematic analysis of the data showed that students’ perceptions of the blended learning environment were generally positive. In addition, the participants’ responses indicated they were satisfied they received feedback from their instructors and could communicate with them during blended learning via various channels. Almost all participants agree that blended learning is beneficial to developing group/teamwork skills. In a blended learning environment, students were able to develop creativity, critical thinking, and problem-solving skills due to the freedom, flexibility, and personalized learning opportunities available. However, the major disadvantage experienced by the students was technical problems, such as internet connectivity problems. The significance of the current study lies in the fact that it provides insights into understanding blended learning's effectiveness in various cultural contexts through TESOL students' perspectives; thus, intended to assist higher education institutions in integrating blended learning effectively into their curriculum.