Investigating students' perception of a blended classroom approach used in a post-graduate module at an urban university in South Africa

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Publication Details

Author list: Nel B

Place: Gaborone

Publication year: 2018


Independent learning should be enhanced, especially in post-graduate modules. This article explores students’ perception of a blended classroom approach implemented in a Mathematics Education post-graduate module, where classroom time is frees up to allow for higher-order activities and interaction between students. Students had to explore the content independently before lectures and did exercises and discussions in class. The overall perception of students were that they benefited from the module in terms of working more independently, get peers assistance through discussions and working in pairs as well as having the lecturer assistance. Students also perceived this module beneficial to their improved higher-order knowledge. Recommendations included more online information , including corrections of class- and homework.


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Education, Mathematics

Last updated on 2018-14-11 at 15:08