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How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?

Mali, Dafydd; Lim, Hyoungjoo

How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? Thumbnail


Assistant Professor in Accounting

Hyoungjoo Lim


The impact of Covid-19 has had a far reaching effect on higher education institutions. However, few studies report on the relative perceptions of students about face-to-face (F2F) and blended learning (BL) in periods when Covid-19 is/not a consideration. Using a sample of 103/79 undergraduate students, a mixed-method approach is utilized to report qualitative and quantitative evidence regarding student perceptions. The results demonstrate BL is perceived more positively during the Covid-19 pandemic. However, F2F is preferred to BL when Covid is not an issue. F2F learning is perceived more positively to BL because students feel that there are limitations to BL in terms of; interactions with the lecturer; group work; peer engagement; class involvement; and the ability to ask questions about technical information. Moreover, qualitative evidence shows that students perceive F2F to be superior to BL because social elements expected in a F2F environment may not be embedded into netiquette frameworks. From a policymaking standpoint, we encourage embedding social elements into BL to enhance student experience so that student's negative attitudes regarding the transition from F2F delivery to online/BL can be minimized. From a practical standpoint, we provide insights about strategies to embed socials elements into netiquette frameworks.

Journal Article Type Article
Acceptance Date Aug 24, 2021
Online Publication Date Aug 30, 2021
Publication Date Nov 1, 2021
Deposit Date Nov 1, 2021
Publicly Available Date Aug 31, 2022
Journal International Journal of Management Education
Print ISSN 1472-8117
Peer Reviewed Peer Reviewed
Volume 19
Issue 3
Article Number 100552
Keywords ; Face-to-face; blended learning; student perceptions; student experience; Covid-19
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