The most frequent student criticisms of FLEX concerned self-regulated learning, missing interaction, and difficulty estimating learning time¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In open-ended survey answers, the most common negative comments were problems engaging in self-regulated learning (n = 26), missing direct interaction with lecturers/students (n = 20), and difficulty estimating the time needed for learning (n = 19). → Claude Müller 2018

Evidence¶

Claude Müller 2018¶

Claude Müller, Michael Stahl, Mark Alder, Maximilian Müller. (2018). Learning Effectiveness and Students' Perceptions in a Flexible Learning Course. European Journal of Open, Distance and e-Learning, 21(2). https://eric.ed.gov/?id=EJ1208426

q2 · i? · qualitative · r1

Content analysis of open-ended survey answers from FLEX students about the learning design. The three most frequent negative themes were self-regulated learning problems (n = 26), missing direct interaction (n = 20) and time-estimation difficulty (n = 19); some comments applied to the course design generally, as CONV students made similar remarks.

"The negative answers given most often concerned “Problems engaging in self -regulated learning” (n = 26), “Missing direct interaction with lecturers/students” ( n =2 0) and “Difficulty estimating the time needed for learning” ( n = 19)."

Discussion¶

Related Claims¶

• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related
• GPT4-coded sentiment of students' open-ended general feedback about the intervention was overwhelmingly positive — reports the opposite
• Students in the FLEX blended learning format rated the learning environment positively across all surveyed dimensions — related