Self-aware and self-directed: student conceptions of blended learning

Susan Greener

Research output: Contribution to journalArticlepeer-review


This paper reports on an investigation into student conceptions of “blended learning”, (hybrid in US) in the light of their experience of a Higher Education Masters level module at a British university. The small scale study used a rigorous qualitative method to discover in the students’ words a range of conceptions relating to this learning experience. The students’ conceptions were related to the stage of study and an analysis of motivations for learning in this context. The study identified a new dimension of learning motivation with practical implications for attempting to blend traditional face-to-face teaching methods with online support and study options.
Original languageEnglish
JournalJournal of Online Learning and Teaching
Issue number2
Publication statusPublished - Jun 2008


  • Higher Education, online learning, motivation, learning approaches, qualitative research.


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