COVID-19 can be considered the leading factor in the global transition towards online education. When the COVID-19 pandemic hit the globe in the rfist months of 2020, several universities and other institutes of higher education faced the challenge of transforming their activities from campuses to online environments. In some organizations and disciplines, the transition was smooth. In some other programs, several pitfalls and problems were discovered. It can also be argued that the activities are easier to digitalize in some educational domains than in others. On top of these considerations, some students have requests and needs that the services must fullfi to succeed. In this article, we look at student survey results from four diferent European Union countries and their universities to study what works in online education from their point of view, what dicfiulties online education and blended education approaches still have, and how the students from these diferent countries find the online education to perform against the at-campus approaches. This survey aimed to identify students' social and technological challenges and provide guidelines on the key benetfis successful implementation of online education. While the severity of the global pandemic is settling down, how should the institutions view online education compared to at-campus activities? What is the role of blended or online learning, and what makes online education work? online education, blended learning, best practices, software engineering, online tools, online course, systematic mapping CEUR
ularly during pandemics. It contributes to the teaching Technology plays a signicfiant role in education, partic- coined even the concept of “university-as-a-service” [3]. and learning process.[1] During the COVID-19 pandemic, ecosystems wasn’t that radical in most organisations, it challenges during blended learning, even at higher ed- their role in the university education. The COVID-19 panthe implementation of the teaching and learning process has shifted
from in-person instruction to Blended and online learning. However, many students face diferent ucation levels.[2] The university education community took an unexpected but mandatory step forward in introducing online education when the COVID-19 pandemic hit almost all countries simultaneously in the first
half of 2020. In worst-case scenarios, degree programs had to migrate to online platforms practically overnight, without the chance to prepare the teaching infrastructure, or the teachers themselves, with the tools or competence nEvelop-O LGOBE https://fi.linkedin.com/in/maria-paasivaara-5699273/ (M. Paasivaara)
0009-0001-5533-6869 (M. Mohammadi); 0000-0001-9454-8664 (J. Kasurinen); 0000-0001-7451-7772 (M. Paasivaara)
tices at selected universities in target countries, including
part of the Erasmus Training Faculty on Blended Learning (FABLE) project funded by the European Commission. in designing and implementing blended learning programs that fully utilise the benefits of this approach. The
Developing a knowledge bank to better recognise the requirements and expectations of students and trainees https://linkedin.com/in/mahyar-mohammadi/ (M. Mohammadi); FABLE’s goal is to assist higher education teaching staf on the one hand and professors, educators, and trainers ing, and the opportunities for boosting student learning on the other, in terms of blended learning and blended are endless. Blended learning can increase options for learning training. Creating and evaluating a technique learning by integrating the most acceptable practices of for transforming in-class courses into blended learning in-class education with the most efective online tools. courses that use the benefits of this type of teaching, However, more studies are needed to determine the opincluding a guide to distance learning technologies. De- timal way to create and apply this new learning base. signing, building, and deploying a tool to teach faculty [7] If blended learning is conducted in a well-planned about blended training to assist them in designing courses and systematic manner, it may combine the benefits of for blended learning. Preparing a white paper to assist the conventional teaching-learning process with the ICTeducational systems in steering the digital transforma- supported teaching-learning process [8]. The current tion of their teaching through efective performance met- trends in Blended Learning show that the number of parics. The method combines face-to-face teaching, live pers on BL is increasing, indicating the subject’s value videoconferencing, online accessible recorded courses, and the need for further research. BL increases inclusion micro-learning, and online self-training. [4] and access for those who cannot pay to study; besides,
The purpose of the survey was to study online edu- it improves the outcomes of those who already have
accation issues from students’ perspectives and discover cess to other resources, among other benefits mentioned
what students think is potentially challenging or dificult by various researchers. [9] Students want meaningful
in their studies and what they believe is the best solu- interactions before, during, and after sessions, whether
tion for their online courses. We wanted to see whether in-person or online. Students attribute their satisfaction
there was anything comparable happening in education mainly to the personality and quality of their teachers.
and how students from various cultural backgrounds, They consider assistance to be comprehensive that
inschool systems, and colleges perceive online education clude both academic and non-academic components. The
in general. The objective was to create knowledge and diferences among various forms of assistance are seen
ideas about improving our work and suggestions about as arbitrary and even harmful. Instructors that provide
technical obstacles. every type of help those students may seek are valued
by them. [10] Regarding students’ challenges in blended
learning, the most challenging are social challenges, such
2. Background as low motivation, poor socialising, and high
procrastination. Regarding faculty perspectives on the benefits of
After COVID-19 broke out, the educational system trans- online teaching to students in various countries, 43% of
formed into online instruction; as a result, blended learn- survey participants in Finland say there is no diference
ing emerged as one alternate strategy to meet educa- between online/blended learning and traditional
educational activities at all levels. The teaching and learning tion. The survey results demonstrate that 46% of students
process will benefit more by incorporating online learn- are satisfied with BL [ 11]. Several papers claimed that
ing with other learning elements [2]. Numerous studies the students’ satisfaction levels are around 40-55%
includinvestigating instructors’ and students’ perspectives and ing satisfaction level of students at Delft University of
expectations of online learning have been conducted due Technology (TU Delft) 41.3% [ 12], students satisfaction
to the COVID-19 pandemic [
Virtual education emerged as a solution to ensure the
3. Research Method continuation of teaching and learning during the global
pandemic. Although students acknowledge the value
The paper aims to investigate online education best prac- of digital tools and learning platforms, the face-to-face
tices from four EU countries. In the first part, We carried experience is generally more fulfilling. [
Students at a private university in Indonesia,
Universitas Medan Area (UMA) said online education did not
meet expectations like traditional education. [
questions (RQs):
RQ1. What are the students preferred methods of study?
RQ2. What do students want to do during course
participation? 4.1.2. Preferred Course-Related Activities
RQ3. Which online studies tools are the best from stu- The primary challenge to online learning for
undergraddents’ viewpoint? uate students at Al-Aqsa University is the lack of
faceRQ4. What do students consider the three most impor- to-face connection with professors and fellow students.
tant benefits/advantages of online/blended courses? Online communication was somewhat challenging
beRQ5. What do students consider the three most impor- cause everyone has various circumstances, making it
tant problems/disadvantages of online/blended courses? challenging to determine the best time for students to
communicate with classmates and instructors. [
Challenges with learning and self-regulation in an
on4. Results line learning environment for university students from
Croatian faculties are a direct and indirect outcome of the
4.1. Literature Review Results pandemic’s perceived lack of academic social contacts.
Students’ perspectives regarding online/blended learning Students with fewer academic social contacts also have
were studied in the papers from 2022 and newer. The more trouble learning and controlling their behaviour
papers are searched through Google Scholar, including when studying online. [
form at Sultan Qaboos University (SQU), Oman, was em- Lack of contact
phasized in this study. Moodle is widely adopted as an A number of students at seven large public universities
LMS and efectively addresses instructional challenges, across the U.S mentioned experiencing a ”lack of access
thereby enhancing the overall quality of the learning to university resources” that were typically available to
experience for students. [
Most students agreed regarding the well-structured sidered crucial for their academic progress, included
innature of teaching materials and the implementation of structor guidance and support, tutoring services, peer
diverse learning strategies to facilitate student compre- interaction and collaboration in group work, research
hension at the Indonesian Language and Literature Ed- opportunities, laboratory experiences, internet access,
ucation Department of Musamus University, Indonesia. and other academic resources. [
For some students at seven large public universities University of Sharjah, the quick adoption of e-Learning
across the U.S, one notable change was the absence of negatively afected users’ socialisation and mental health,
reliable internet access previously accessible on campus. with 55.6 precent of users saying this had happened.
AdIn one student’s case, the internet connection issue was ditionally, 71.6% of respondents indicated that their
acaspecifically linked to their instructor. [
According to the students at a private university,
Universitas Medan Area (UMA), Indonesia, learning Microsoft
Ofice is simple and important for online learning. [
Schedules Most students at the Indonesian Language and
LiteraSome students’ responses at seven large public universi- ture Education Department of Musamus University
acties across the U.S highlighted schedule disruptions and knowledged that they were encouraged to ask and
anthe loss of their regular daily routines. While some stu- swer questions, and the feedback provided on their work
dents established and stuck to new routines efectively, was deemed highly beneficial. The suggestion
emphaothers struggled with this adjustment. [
Undergraduate students in mid-2021 in Bandung, Indonesia most often reported negative experiences are
Many students at seven large public universities across
the U.S discovered the value of having additional personal
time due to reduced daily obligations. This increased
personal time resulted in students reporting improved
well-being and happiness. Furthermore, having more
personal time enabled students to achieve a greater life
balance. [
Flexibility in terms of location and timing has been
seen as the main advantage of blended learning,
according to 77.2% of the students and faculty members at the
University of Sharjah. [
According to most students at a private university,
Universitas Medan Area (UMA), Indonesia, the online
computer practicum is simple to use, beneficial for learning,
and easy to access. [
The interaction between teachers and college students
at Chinese universities benefits learning outcomes and
mediates those outcomes through psychological
conditions and learning engagement. Additionally,
psychological environment and learning engagement have a
chain-mediating efect on the teacher-student interaction
influence mechanism that influences students’ learning
outcomes. [
Over 50% of the responses from students at seven large
public universities across the U.S indicated that students
experienced negative afective or emotion-related
outcomes that hindered their academic success. Many
students reported decreased productivity due to distractions
and inadequate learning environments. As mentioned by
students, a lack of motivation was frequently
accompanied by dificulties in maintaining focus and productivity.
Additionally, several students highlighted an increase in
workload for their online classes. [
Because of their inadequate contact, students find it
dificult to interact with the instructor in online learning
at a private university, Universitas Medan Area (UMA),
Indonesia [
Some students at seven large public universities across
the U.S mentioned a rise in technology usage due to the
shift towards online education. This increase in
technology use was described as more screen time, more time
online or on platforms like Zoom, and increased usage 4.3. Survey facts
of phones or laptops. Students expressed that
technology enabled them to stay connected with loved ones and The first section includes details about the participants.
facilitated their learning process. [
For undergraduate students at the University of Cali- There was quite an even gender distribution. 56% of
fornia San Diego (UCSD) unreliable WiFi was the most respondents were female, 41% male, and 3% did not want
common technical problem. Unreliable WiFi is experi- to disclose.
enced ”Often” or ”Always”, according to 20% of students. As is common for university students, the vast majority
Unreliable WiFi impacts students’ online learning ”Never” of our students were between the ages of 20 and 30, 78%.
or ”Rarely,” according to 45% of students, while 35% report Other groups include 6% 18-20, 10% 31-40 and 6% over
that this problem occurs to them ”Sometimes,”. Unreli- 40 years old.
able devices are the next typical technology issue that Among various degree programmes, 48% of 107
stustudents encounter. A bad physical environment impacts dents were pursuing a Master’s degree, and it was their
students’ online learning for 32% of the respondents ”Of- first Master’s degree. 29% were only pursuing a
Bacheten” or ”Always.” Platform problems with Gradescope, lor’s degree, and 17% already held a master’s or bachelor’s
Canvas, and Zoom were present but less frequently re- degree but were continuing their education, either
beported. [
For the duration of online classes at Al-Aqsa Univer- degree or something similar, figure 1.
sity, the unpredictable nature of the internet only allowed
for one-way contact of undergraduate students with
instructors. Other students complained that hearing their
teachers clearly and continuously was challenging. [
tions and their online learning tools and online education experiences. LUT University collected the data and organized the design and data collection instruments. The English version was done by LUT, and if the universities needed a localized version of the questionnaire, the translation was done by themselves. 108 submissions were received, the majority of which were from Germany, Finland, and Hungary. There were also responses from the United Kingdom, France, and a few other nations in the English version of the survey, which was subsequently complemented by 64 contributions from the Spanish questionnaire. Overall, around 170 students responded to this questionnaire. Most participants, 52%, were typical university students, first-time students pursuing their first Figure 1: Respondents by degree program. university degree, and 30% were non-traditional university students, indicating they are pursuing extra courses, Surprisingly, this question asks how large the percentnon-degree education, or something else. However, al- age of studies are now available online. 36% of students most all students in the Spanish version of the question- stated having few to no online activities, 0 to 20%. And combining these other groups together, more than half of these students are expected to spend at least half of their time on campus, figure 2. Although it has been the trend for a few years now to talk just about online studies, statistics for the EU reveal that having only online courses or a semester’s worth of digital online activities is not the norm [4].
dents desire to learn. What is their preferred method of study? Are they even interested in studying online? What do students expect from campus if they are interested in online studies? What kinds of events or activities do they wish to attend? If students are ofered the option of taking online classes instead of face-to-face or on-campus courses, they may not decide to do so. Even the exercise and tutoring sessions were very contentious.
Because 3.0 is the exact midpoint of the 1 to 5 scale. The important for the future design of courses and work is that even though we might consider online education and online activities very positive development, it creates the teachers and the students from the schedules, the strict structuring of the course and the work week and these sort of things, it’s actually not that liked. Students who fit the typical stereotype do not favour online learning over on-campus learning. The findings do not
The main areas of study were business and accounting, show that online is worse than on campus. It simply engineering, computer science and others. Forty-four states that students do not prefer online education to percent of respondents were students in business and on-campus education. The average 3.5 for exercises and accounting, 26% in engineering, 3% in social sciences, tutoring events, 3.4 for lectures, and 3.8 for on-campus vs 15% in computer sciences, and 12% in other fields. online-only programmes indicate that students who are
Eighty-three percent of respondents were full-time, currently in totally online education like it, but it is not a and 17% were part-time students. huge deal for them. Or, if they could attend a similar pro36,5% of respondents were studying in Germany, 23,4% gramme at a nearby university or institution, they may in Finland, 22,4% in Hungary, 11,2% in France, and 6,5% prefer to do so. Campus activities and teaching events are in other countries, figure 3. only a small part of the campus experience. The social aspect of studying at university is an important aspect of 4.4. Survey results education or studies at university, such as meeting new people, creating social networks, making connections to 4.4.1. Preferred Styles of Studies companies and all the other things. First-time students might not necessarily see online education as a benefit.
The tools for attending online teaching events received the highest ratings. The tools worked well enough for the students, and various possibilities were available.
The technologies for attending online exercises, such as Zoom, Teams, submitting tools and managing the courses, were all familiar to the students (average score 4,4). The students prefer online tools for presentations instead of presenting at face-to-face events (average score 3,6).
Most questions failed to reach strong bias and difered from the generally neutral position. For collecting students’ submissions and these sorts of things, online environments work wonderfully from the teaching perspective. Still, students don’t necessarily find online courses that are automatically better than traditional on-campus ones. It is the responsibility of the professors to ensure (1) If able to select, I prefer online courses in general over face-to-face or at-campus courses. (2) If able to select, I prefer online lectures over face-to-face or at-campus events. (3) If able to select, I prefer online exercises and tutoring sessions over face-to-face or at-campus sessions. (4) I find using the tools to attend online teaching sessions and course events easy to use (for example, Zoom or Teams). (5) I find using the tools to submit and manage course assignments easy to use (for example, Moodle, Kahoot or Blackboard). (6) If I have a course-related question, I prefer to contact the teaching staf with online tools. (7) If I have to present my work at a course, I prefer using online tools to give my presentation. (8) If I need help with my personal assignments, I prefer attending online tutoring sessions rather than face-to-face or at-campus sessions. (9) If I work in a team project, I prefer to have online meetings instead of face-to-face or atcampus meetings with my team. (10) I prefer pre-recorded lecture videos over scheduled live streams or at-campus lectures. (11) If able to select, I would select a fully online degree program over a face-to-face or atcampus degree program. (12) I prefer working with self-set deadlines and open schedules than with several short-term (weekly) schedules and deadlines. that the course functions content-wise or that the tools are used wisely so that it truly presents and operates as a coherent thing.
The respondents rated the twelve statements regarding preferred styles of teaching on a scale of 5, (1) strongly disagree, (2) disagree, (3) neither agree nor disagree, (4) 4.4.3. Applied tools for online studies agree, and (5) strongly agree. The average score is 3,3. Another questionnaire asked which tools are the best The highest average score is 4,4, mentioning that the or which tools work. The various types of online contools to attend online teaching sessions and course events ferencing software, Zoom, and Teams, with an average are easy to use. All the statements’ ratings can be found score of 4.7 out of 5, demonstrate that all these solutions in Table 1. work. It makes no diference which video conferencing or documentation tools are utilised as long as they are 4.4.2. Course-related activities systematic and the tasks are easy enough for learners to become familiar with the system. Video lectures, onThe other questionnaire asked about the importance of line documentation, and other learning platform tools these course-related activities. The goal was to under- are useful and accessible to students. According to the stand what students desire, what they want to accom- survey results, the online participation tools or their usplish, and what they do during course participation. Tak- ability are not a problem. Students can utilise the tools (1) Ability to take notes during the presentations (2) Discussions with other course participants (3) Live events (streamed events or live lectures) (4) Having Quizzes and other audienceparticipation mechanics. (5) Ability to ask questions from the lecturer (6) Ability to ask for help from teaching assistants (7) Ability to select my own participation schedules for events and sessions (8) Courses allow me to meet my peers (9) Courses give me a reason to get out of the house/ go visit the university campus (10) Predefined schedules to manage time between other courses and/or work. ing notes (average score of 4,0), asking questions from the lecturer (average score of 4,2), and seeking assistance or support from the teaching assistant (average score of 4,0) are among the most important aspects of participation in lectures. Furthermore, the course allows me to meet my classmates (average score 3.9), demonstrating that participation or opportunity to attend campus for the university experience and social aspect is essential.
The students also desire the option of selecting the event they participate in. Yet, regardless of how the courses are structured, they must be able to contact the teaching staf.
The students rated the ten statements regarding the study or course-related activities on a scale of 5, (1) not important, (3) neutral, no opinion, and (5) most important.
The average score is 3,8. The highest average score is 4,2, mentioning that the ability to ask questions from the lecturer is the most important matter for the students.
All the statements’ ratings can be found in Table 2. and prefer online tools over face-to-face activities.
The students rated the eleven statements regarding applied tools for online studies on a scale of 5, (1) unfa- The next open question was regarding the three biggest miliar, never used, (5) very familiar, used on all courses. problems or disadvantages of online/blended courses. The average score is 3,3. The highest average score is The word cloud indicates that the three most significant 4,7, mentioning that students are familiar with and use learning problems are lack of contact, interaction, and online video conference tools such as Zoom and Teams communication issues. It is not enough to simply have in all courses. All the statements’ ratings can be found a Moodle forum. To emphasise successful online educain Table 3. tion or successful online courses, an appropriate online channel or online activities, as well as interaction with 4.4.4. Most important benefits/advantages of students so that students feel they are being looked after, online/blended courses are required. (figure 5)
portant benefits or advantages of online/blended courses. 4.4.6. Preferred online course The word cloud indicates that flexibility, easiness, and The last open question was regarding the preferred online schedules are the three most significant learning charac- course. Because the word cloud provided no meaningteristics. It does not matter whether the learning event is ful results, we used qualitative open coding to analyse live, streaming, or recorded if communication channels these responses. (1) Online courses should still contain are available. The important thing to remember is that schedules, deadlines, and structures, preferably at least a the communication channel exists. Students may inter- recommended schedule, so students do not have to estiact with educators, ask questions, show their work, and mate how much work and time is required. (2) There is receive feedback. According to the survey results, hav- the option to interact with the lecturer or other particing access to teaching staf is the most crucial feature of ipants, but there is no requirement. (3) The university course arrangements. Online courses enable students to has specified workspaces, and the course websites are work while learning and contribute from a long distance. properly arranged. These systems, such as Teams, Zoom, (figure 4) and Slack, are functional. (4) Finally, the streaming software and environment do not matter as long as it’s kept clear and simple, such as Kahut, Mentimeter, and other interaction tools. completing this course. The schedule may be clear to the teacher but not the students or the students may lack the expertise or motivation to manage the time appropriately.
The students do not necessarily choose a flexible schedule, do-when-ever approach, or online course. Communication, collaboration with peers, and access to teaching personnel are all key aspects of education. Even among long-distance adult education students, some prefer oncampus teaching.
5.1. Summary and Discussion of the Main findings
do not choose online learning over on-campus study. The results do not demonstrate that studying online is worse 4.5. Survey observations than on campus. It only says that students do not favour online learning over classroom instruction. According The general observations from the survey are as follows: to the average ratings of 3.5 for exercises and tutoring (1) One of the best practices is limiting the number of sessions, 3.4 for lectures, and 3.8 for on-campus vs onlinetools to a minimum. (2) Creating both longer theory only courses, students now enrolled in completely online lectures and short tutorial videos is a waste of efort. education appreciate it but don’t think much of it. The Choosing one and staying with it can be more eficient. campus experience is made up of a lot more than just (3) Groups that prefer to participate online are less active academic activities and gatherings. A significant part of in all course areas than those who attend on-campus education or studying at university is the social compoevents. nent, which includes meeting new people, building social networks, connecting with businesses, and doing other 4.5.1. Access to teaching staf activities. Online education might not always be seen favourably by first-time learners.
First, students emphasised the issue of access to teaching The literature review results point out that it is clear
staf. Lectures and other events can be live or recorded if that the face-to-face group is more satisfied than the
access to teaching personnel is provided. Furthermore, group of students required to take online courses [19].
while there may be online or compass exercise groups, Students see the value of digital tools and learning
plathaving access to teaching staf to assist students is more forms, but they typically find face-to-face interactions
important. more rewarding [
for help or support. Additionally, the course provides responses highlighted schedule disruptions and the loss
the ability to interact with classmates, illustrating how of their regular daily routines. [
The literature review results indicate that the main Online/Blended Learning
challenge with online learning is no face-to-face
interaction with teachers or other students [
According to the survey and literature review results, interaction with the lecturer and classmates is essential.
icant learning problems are lack of contact, interaction, and communication issues.
The literature review results show that many students
reported the ”lack of access to university resources” they
would otherwise have on campus. The direction and
support of the teacher, tutoring services, peer interaction and
5.1.3. RQ3 - Applied Tools for Online Studies group work, research opportunities, laboratory
experiences, internet access, and other academic resources were
The survey’s findings indicate as long as the tools are among the resources that the students felt were essential
systematic and the tasks are simple enough for learners to for their academic success [
The literature review results claim that Moodle is a comes and decreased productivity due to distractions and
commonly used learning management system (LMS) that inadequate learning environments that hindered their
successfully deals with instructional dificulties, improv- academic success [
Considering the survey and literature review results, Respondents most often reported negative experiences
the streaming software and environment do not matter are dizziness from prolonged computer use and
commuas long as it’s kept clear and simple. nication issues with coworkers [
Considering the survey findings and literature review results, lack of contact, interaction, and communication are the most significant learning problems.
schedules are the most significant advantages or benefits of online or blended classes.
The literature review results reveal that many students
discovered the value of having additional personal time
due to reduced daily obligations. Having more personal
time enabled students to achieve a greater life balance
[
COVID-19 might be the driving force behind the global online education shift. As the COVID-19 epidemic hit the world in the first months of 2020, various colleges and other institutions of higher learning were confronted with the dificulty of shifting their programs from campuses to online environments. In this paper, we examined student survey results from four diferent European Union countries and their universities to determine what works in online education from their perspective, what challenges online education and blended education ap- versity students, Вестник Южно-Уральского proaches still face, and how students from these diferent государственного университета. Серия: countries perceive online education to perform in com- Образование. Педагогические науки 12 (2020) parison to on-campus approaches. The study aimed to 51–61. study online education issues from students’ perspectives [8] K. L. Dangwal, et al., Blended learning: An innoand discover what students think is potentially dificult vative approach., Universal Journal of Educational in their studies and what they believe is the best solution Research 5 (2017) 129–136. for their online courses. The open survey items and the [9] S. Serafim-Silva, R. G. Spers, L. Vázquez-Suárez, C. P. numerical data acquired from the conducted surveys gen- Ramírez, et al., Evolution of blended learning and its erally all provide similar findings. One key point is that prospects in management education, International online courses are not necessarily unviable in any stud- Journal of, Evolution of Blended Learning and its ied educational domain. There was no evidence found Prospects in Management Education (January 14, regarding some areas of education that can or cannot 2022). Serafim-Silva, S., Spers, RG, Vázquez-Suárez, use online education, so there is always the option of L., & Peña Ramírez, C (2022). going online, but there are a few fundamental guidelines [10] A. Armellini, V. Teixeira Antunes, R. Howe, Stuor observations from the data that are useful, including dent perspectives on learning experiences in a providing access to teaching staf, considering the so- higher education active blended learning context, cial aspects of online participation, clarifying the course TechTrends 65 (2021) 433–443. schedule, and considering the audience. As technology [11] M. Mohammadi, Current trends of blended and continues to evolve, blended learning will likely become hybrid learning: case study: Fable project (2021). an essential approach to education. Further research can [12] A. Cervone, J. Melkert, L. Mebus, G. Saunders-Smits, be conducted to explore the advantages and disadvan- Push or pull students into blended education: A tages of online/blended learning across diferent contexts case study at delft university of technology, Interand student populations to prepare a guideline for on- national Journal of Engineering Education 32 (2016) line/blended learning adoption in the education system. 1911–1921. [13] M. Giannousi, N. Vernadakis, V. Derri,
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