Students' readiness for blended learning in UK higher education : A service ecosystem approach

Abstract

Blended learning has become a standard approach in higher education post-Covid, but its effectiveness and learning outcomes are significantly impacted by student readiness. Existing research focuses only on students' attitudes towards blended learning or teachers' readiness. This study employs a service ecosystem perspective, examining students' broader cognitive, emotional, interactional, and motivational readiness within the learning ecosystem.

Using qualitative methods, semi-structured interviews with ten Chinese-origin students at the University of Warwick were conducted to explore their blended learning experiences. The research draws insights from both organizational and individual levels, unveiling factors influencing students' blended learning readiness. Moreover, it delves into the implications of cognitive, emotional, interactional, and motivational readiness within the UK higher education ecosystem.

The study enriches the theoretical understanding of students' blended learning readiness within the learning ecosystem. Managerially, it highlights the need for a refined two-way feedback system to align with students' expectations. Collecting detailed online learning records, such as video engagement and comments, enables tailored content creation. Leveraging technology enhances interactivity; teachers can share relevant short videos to quickly introduce course concepts. Technological advancements can also optimize platform connectivity, resolving issues promptly and enhancing communication among stakeholders. At the institutional level, universities should offer IT training for teachers and management, coupled with teaching and learning guideline development. This multifaceted approach ensures preparedness for blended learning, fostering an effective and engaging educational environment.