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dc.contributor.authorHood, Michelle
dc.date.accessioned2017-05-03T13:21:48Z
dc.date.available2017-05-03T13:21:48Z
dc.date.issued2013
dc.date.modified2014-02-16T23:15:15Z
dc.identifier.issn1449-3098
dc.identifier.urihttp://hdl.handle.net/10072/56797
dc.description.abstractThis study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course (N = 113; 84% female). Students were aged 18 to 51 years (M = 23.16; SD = 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy value model, were tested. Higher work commitments, greater reliance on rehearsal, higher self-regulation, and higher critical thinking were the most important predictors of intentions to use online lectures. Almost 40% of the variance in those intentions was explained. Having the required computer software was the only independent predictor of intentions to attend synchronous online tutorials. Overall, 10% of the variance in those intentions was explained. Intentions to access asynchronous (archived) online tutorials were uniquely predicted by lower ability and higher extrinsic motivation. Overall, 26% of the variance in those intentions was explained. The predictors did not explain significant variance in intentions to attend f2f lectures or tutorials. These findings contribute to understanding how students go about making choices when faced with buffet style blended learning courses. Motivational and practical factors both influence the choices students make.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent550760 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherA S C I L I T E
dc.publisher.placeAustralia
dc.publisher.urihttp://ascilite.org.au/ajet/submission/index.php/AJET/article/view/415
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom762
dc.relation.ispartofpageto776
dc.relation.ispartofissue6
dc.relation.ispartofjournalAustralasian Journal of Educational Technology
dc.relation.ispartofvolume29
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchOther psychology not elsewhere classified
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode529999
dc.titleBricks or clicks? Predicting student intentions in a blended learning buffet
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Applied Psychology
gro.rights.copyright© 2013 Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorHood, Michelle H.


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