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ADVANTAGES AND DISADVANTAGES OF THE BLENDED-LEARNING METHOD

USED IN THE EDUCATIONAL PROCESS AT THE FACULTY OF MANAGEMENT
AT THE UNIVERSITY OF GDANSK, IN THE OPINION OF UNDERGRAD....

Conference Paper · November 2017

DOI: 10.21125/iceri.2017.1051

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 ADVANTAGES AND DISADVANTAGES OF THE BLENDED-
LEARNING METHOD USED IN THE EDUCATIONAL PROCESS AT
THE FACULTY OF MANAGEMENT AT THE UNIVERSITY OF
GDANSK, IN THE OPINION OF UNDERGRADUATE STUDENTS
Arleta Szadziewska, Jaroslaw Kujawski
Faculty of Management, University of Gdansk (POLAND)

Abstract
The Moodle Platform has been increasingly used at the University of Gdansk as a tool supporting the
traditional way of teaching. Currently, there is a total of 1787 courses taught in this manner. Most
commonly, academic teachers use the blended-learning method applied in the educational process,
which allows combination of modern and traditional teaching techniques. The Faculty of Philology and
the Faculty of Management are among those offering the most courses taught using this method.
Taking this into consideration, the article presents the second part of the results of a questionnaire
study carried out among the undergraduate part-time and full-time students at the Faculty of
Management at the University of Gdansk in Poland, as part of the project titled ‘Usefulness of the
blended-learning method in the higher education process’. The survey questions were aimed at
answering the following:
1 Is the blended-learning method a good solution for supporting the educational process at the
university?
2 What are, according to the students, the advantages and the disadvantages of applying the
blended-learning method for supporting the university courses?
3 How do the students evaluate the usefulness of the blended-learning method?
The following research methods were used in the study:
1 Questionnaire surveys, which were carried out among the undergraduate part-time and full-time
students studying at the ‘Accounting’ specialization. A total of 147 properly filled-out
questionnaires were obtained, which constituted 96 percent of all study participants.
2 In order to evaluate the usefulness of the blended-learning method in the teaching process, a
model based on a logistic regression was used. The binary dependent variable and the
explanatory variables adopted in the study were determined on the basis of the answers
obtained via the questionnaire.
The results of the research indicate that the blended-learning method is a good solution for supporting
the traditional teaching process at the university’s Faculty of Management. It was recognized as such
by 137 persons, i.e. 93.2 percent of all the surveyed. At the same time, 50 percent of the respondents
indicated large or very large usefulness of this method. According to the students, the main advantage
of the blended-learning method is easier access to the educational materials (confirmed by 126
persons, i.e. 85.7 percent of all the surveyed). However, 50 persons, i.e. 34 percent of the surveyed,
stated that the amount of the materials presented by the academic teachers was insufficient. In
addition, the lack of solutions to the exercises published on the platform was considered as the main
disadvantage of this method (confirmed by 63 persons, i.e. 42.9 percent of the surveyed).
The survey involved the undergraduate students pursuing a program at the ‘Accounting’
specialization. Therefore, the results obtained only refer to this group of the surveyed. In the future,
the research should be carried out also among the students at the Faculty of Philology, which currently
offers 458 courses supported by the blended-learning method. This will allow a more complete picture
of the effectiveness of the e-learning platform currently used at the University of Gdansk.
The conducted research provides information on the usefulness of the blended-learning method
currently used by the academic teachers at the University of Gdansk. It also constitutes a basis for
introduction of the changes allowing an increase of the functionality of the Moodle e-learning platform.
Keywords: students, blended-learning, advantages, University of Gdansk, Poland.

Proceedings of ICERI2017 Conference ISBN: 978-84-697-6957-7

16th-18th November 2017, Seville, Spain 3938
1 INTRODUCTION
The dynamically changing reality, comprising, first of all, an intensive development of new information
and communication technologies (ICTs), makes it necessary for all the market entities to use the
Internet as a common practice. An integral part of the market is formed by higher education
institutions, for which introduction of new technologies in the area of teaching and learning allows
improvement of the quality of education and fulfillment of the expectations of young people, in terms of
the knowledge and the skills to be mastered during their studies. As Prensky (2001, p. 1) states,
students today are all ‘native speakers’ of the digital language of computers, video games and the
Internet. New forms of ICTs constitute an integral part of their lives. Therefore, passive listening and
doing classwork in isolation is no longer acceptable (The Center for Digital Education, 2015, p. 2). It is
obvious that universities more and more often combine traditional teaching methods with e-learning
solutions (see: Borys et. al, 2014a, pp. 6701-6708; Borys et. al, 2014b, pp. 1811-1818; Graul and
Januszewski, 2015, pp. 5744-5750). One of such solutions is the blended-learning method, which
provides the learners and the teachers with a prospective environment to learn and to teach more
effectively (Marsh, 2012, p.3). Since its introduction at the University of Gdansk, this teaching method
has gradually been gaining popularity. At the end of 2016, as many as 1,539 various blended-learning
courses in numerous subjects were in operation, including 454 courses at the Faculty of
1
Management . Taking this into consideration, the article presents the second part of the results of the
questionnaire study carried out among the undergraduate part-time and full-time students at the
Faculty of Management at the University of Gdansk in Poland, as part of the project titled ‘Usefulness
of the blended-learning method in the higher education process’. The survey was aimed at answering
the following questions:
1 Is the blended-learning method a good solution for supporting the educational process at the
university?
2 What are, according to the students, the advantages and the disadvantages of applying the
blended-learning method for supporting the university courses?
3 Which Moodle Platform options are used by the students at the courses supported by the
blended-learning method?
4 How do the students evaluate the usefulness of the blended-learning method currently used by
the teachers to support the studies at the university, including the accounting studies?
The paper is organized as follows: the blended-learning method as a tool for supporting the traditional
process of teaching at the Management Faculty, methodology of research, analysis of the outcomes
and the conclusions.

2 THE BLENDED-LEARNING METHOD AS A TOOL SUPPORTING THE

TRADITIONAL PROCESS OF TEACHING AT THE MANAGEMENT FACULTY
OF THE GDANSK UNIVERSITY
The Faculty of Management is the second top faculty at the Gdansk University delivering blended-
learning courses understood as a new tool supporting the traditional way of teaching. As Brown (2003,
p. 14) states, the use of this method allows for cost reduction, time efficiency and convenience for the
user, but it also provides that essential one-on-one, personal understanding and motivation that only a
human instructor can provide. This results from combining the traditional learning process with
elements of ICTs. According to Thorne (2003, p. 16), ‘the blended-learning method is a new solution to
the challenges of tailoring learning and development to the needs of individuals. It represents an
opportunity to integrate the innovative technological advances offered by online learning with the
interaction and participation offered in the best of traditional learning’. Taking the above into
consideration, it becomes obvious that this method was perceived as most popular also among the
academic teachers at the University of Gdansk in Poland. At the end of 2016, as many as 43 lecturers
(i.e. 28.7 percent of all employed teachers) delivered courses supported by blended-learning at the
Faculty of Management. The details are provided in table 1.

                                                                                                                       
1
The number of the academics using the Moodle Platform changes year by year due to alterations in the teaching programs
and the employment policy at the university. Compare: Szadziewska and Kujawski, 2016, pp. 1792-1801.

3939
 Table 1. The Number of the Academics Using the Blended-learning Method at the University of Gdansk.

Department Number of the Structure of the Percent of the Total number of

teachers using teachers using teachers using employed
blended-learning blended-learning blended-learning teachers
Accounting 4 9.3 18.2 22
Business Economics 9 20.9 64.3 14
Organization and Management 1 2.3 0.1 25
Banking 3 7.0 33.3 9
Econometrics 1 2.3 7.8 13
Finance and Financial Risk 3 7.0 37.5 8
Corporate Finance 6 14.0 50.0 12
Investment and Real Estate 1 2.3 9.1 11
Business Informatics 10 23.2 83.3 12
Marketing 2 4.7 20.0 10
Statistics 3 7.0 21.4 14
Total 43 100.0 28.7 150
Source: the authors’ own elaboration.

As shown in table 1, only the lecturers of two departments, i.e. the Department of Business Economics
as well as the Department of Business Informatics, are the most engaged in delivering blended-
learning courses to the students. In the first of the mentioned departments, 9 lecturers (above 60
percent of the staff count) used blended-learning in as many as 64 courses, whereas in the second
mentioned department, 10 lecturers out of the 12 employed (more than 80 percent of the staff) used
this method as well. By the end of 2016, they realized that this way as many as 117 courses, which
constitutes 25.8 percent of all blended-learning courses, were delivered at the Faculty of Management
in that year. It is obvious, that application of the blended-learning method at our university definitely is
unsatisfactory. Usually only a handful of regular study courses is delivered via this method. This was
strongly indicated by the undergraduate students during the last study semester at the ‘Accounting’
specialization, above half out of whom pointed out that only three or four courses were provided via
the blended-learning during their entire study time. Moreover, 111 respondents (i.e. 75.5 percent)
replied that all the scheduled courses should be held in that manner.

3 RESEARCH METHODOLOGY
A direct questionnaire method was adopted as a research tool and the survey was carried out among
the undergraduate part-time and full-time students of the ‘Accounting’ specialization. A total of 147
properly filled-out questionnaires were obtained, which constituted 96 percent of all the study
participants. Detailed information on these groups of the students is provided in table 2.

Table 2. The Number of the Questionnaires Received.

Questionnaires received
Type of students
Number of students Number of the questionnaires The response rate
Full-time 61 60 98.4
Part-time 92 87 94.6
Total 153 147 96.1
Source: the authors’ own elaboration.

The questionnaire was composed of 21 questions, which were divided into two parts:
1 the first contained the questions regarding the surveyed person,
2 the second included the questions regarding the possibility of using the Moodle Platform in the
courses supporting the classes implemented in a traditional way, regarding the advantages and

3940
 the disadvantages of the blended-learning method used in the educational process, as well as
the assessment of its usefulness in supporting lectures and classes.
In order to evaluate the usefulness of the blended-learning method in the teaching-learning processes,
a model based on a logistic regression was used. The binary dependent variable and the explanatory
variables adopted in the study were determined on the basis of the answers to the questionnaire. The
logistic regression method is often used for analysis of qualitative data, for example in medical, social
and economic sciences (see: Achia, Wangombe and Khadioli, 2010, pp. 38-45; Jaworski and
Sokołowska, 2011, pp. 3-24; Spigarska and Majerowska, 2016, pp. 5189-5197). As Stanisz (2016, p.
9) states, it allows determination of the relevant features influencing the dependent variable.

4 ANALYSIS OF THE RESULTS

4.1 Benefits of the blended-learning method

Nowadays, higher education institutions, also those seated in Poland, more and more willingly offer
courses via multimedia platforms, especially with the use of the blended-learning method. This form of
education has many advantages, such as, among others, unlimited access to the course materials,
increasing the time effectiveness during classes, easier and more efficient communication between
the teachers and the students, better adherence to the students’ needs and additional support in the
course content problem-solving. These advantages were confirmed in the following research:
Eisenbradt (2005), Gmińska and Sokołowska (2013, pp. 31-40), Owston, York and Murtha (2013, pp.
38-46).
The results obtained in both the first (Szadziewska and Kujawski, 2016, pp. 1792-1801) and the
second part of our research, which are presented below, also strongly point out the first three of the
mentioned advantages of the blended-learning method, i.e.:
• easier access to the teaching materials, which was confirmed by 126 respondents, i.e. 85.7
percent of all the surveyed;
• better attention paid during the lectures, as indicated by 70 persons, i.e. 47.6 percent of all
respondents;
• faster and better communication with the lecturer, resulting in quicker and more efficient
mastering of the scope of the required material both during the course as well as just before the
exams (48.3 percent of total responses).
What is worth of emphasizing, the above advantages of blended-learning were mostly appreciated by
the part-time students. This is shown in table 3.

Table 3. Utility of Blended-learning Used for Aiding Teaching at the University of Gdansk.
Total number of the
Full-time students Part-time students
questioned students
Type of advantage
Number of Number of Number of
Percentage Percentage Percentage
the students the students the students
Easier access to the teaching
55 91.7 71 81.6 126 85.7
materials
Faster and better
24 40.0 47 54.0 71 48.3
communication
Better attention paid during
21 35.0 49 56.3 70 47.6
lectures
Better preparation for exams 11 18.3 56 64.4 67 45.6
Effective use of lecture time 31 51.7 34 39.1 65 44.2
Beneficial for self-development 11 18.3 25 28.7 36 24.5
Facilitates knowledge and skills
11 18.3 22 25.3 33 22.4
acquisition
Self-study of additional tasks 16 22.7 16 18.4 32 21.8
Source: the authors’ own elaboration
Note: more than one answer was allowed!

3941
As displayed in table 3, downloading the course materials via the multimedia platform allowed 65
respondents (44.2 percent of all the respondents) to effectively use the time during the lectures and
the classes, while for 67 persons (45.6 percent) the blended-learning method is convenient and
facilitates better preparation for the exams at the end of the semester.
Next, the surveyed undergraduate students were asked to assess the utility scope of the blended-
learning method used to support traditional teaching at the Gdansk University.

Table 4. Presents the results in a five-step Likert scale.

Number of
Utility of blended-learning for aiding university level teaching (1 to 5) Percentage
the students
1 – very strong lack of utility 1 0.7
2 – strong lack of utility 5 3.4
3 – neutral 43 29.3
4 – strong utility 67 45.6
5 – very strong utility 26 17.7
Source: the authors’ own elaboration.

As shown in table 4, more than 60 percent of the respondents emphasized strong and very strong
efficacy of blended-learning. To compare, in the first part of our research (Szadziewska and Kujawski,
2016, pp. 1792-1801) as much as 70 percent of the respondents confirmed this.
Moreover, in order to evaluate the usefulness of the blended-learning method in the teaching process,
a model based on a logistic regression was used. The dummy variables are defined as follows:

1 if the blended-learning method yields good educational results

yi =
0 otherwise

1 if the blended-learning method enables faster and better communication

X1i =
0 otherwise
 
1 if the students have easier access to the teaching materials
X2i =
0 otherwise
 
1 if the blended-learning method allows the students to pay better attention during lectures
X3i =
0 otherwise
 
1 if the students are able to better prepare for exams
X4i =
0 otherwise
 
The statistics obtained as a result of the logit model estimation in the Gretl package are presented in
table 5.

Table 5. The Logit Model Statistics.

Variable Coefficient Standard Error t-statistic Slope (at mean)
Const −0.578168 0.561033 −1.0305
X1 2.24989 0.842334 2.6710 0.117402
X2 2.34157 0.681183 3.4375 0.242831
X3 0.406074 0.729859 0.5564 0.0189788
X4 0.546911 0.714181 0.7658 0.0253306

3942
 Number of cases ‘correctly predicted’ = 136 (92.5 percent)
f(beta’x) at mean of independent variables = 0.047
Log-likelihood = −36.09729
McFadden’s pseudo-R-Squared = 0.286351
Akaike information criterion (AIC) = 82.19458
Schwarz Bayesian information criterion (BIC) = 97.14674
Hannan-Quinn criterion (HQC) = 88.26980
Likelihood ratio test: Chi-Squared (3) = 28.9681 [p-value 0.0000]
Source: the authors’ own calculations with the use of the Gretl package.

Based on table 5, the estimated logit model for the researched sample can be expresses in the
following form:
ÿi = -0.578168 + 2.24989X1 + 2.34157X2 + 0.406074X3 + 0.546911X4 (1)
(0.561033) (0.842334) (0.681183) (0.729859) (0.714181)

Taking into consideration the estimated parameters, we can formulate a general conclusion that the
perceived usefulness of the blended-learning method is influenced by the first two of the mentioned
variables, i.e. better and faster communication with the lecturer and easier access to the teaching
materials. On the other hand, the last two of the mentioned variables, i.e. the possibility to better
channel the students’ attention during the lectures and the opportunity to better prepare for the exams,
were rarely chosen by the respondents. These observations are confirmed by the lower levels of the
coefficients for the two latter variables.
The estimation accuracy based on the adopted model is shown in table 6.

Table 6. The Number of the Cases Correctly Predicted in the Logit Model.

Correctly predicted cases

Item Total cases
0 1
0 9 7 16
Actual
1 4 127 131
Total 13 134 147
Source: the authors’ own calculations with the use of the Gretl package.

The number of correct predictions, as represented by the sum of the main diagonal (9+127), results in
the estimation accuracy at 92.5 percent, based on the adopted model at 92.5 percent. The
explanatory power of the model is additionally characterized by the other measures in Table 7.

Table 7. Estimated Prediction Accuracy.

Measure Value
Correct 92.5 percent
Sensitivity 96.9 percent
Specificity 56.3 percent
False - Positive 5.2 percent
False - Negative 30.8 percent
Source: the authors’ own calculations with the use of the Gretl package.

The ability of the test to measure the usefulness of the blended-learning method in the teaching
process, as measured by the sensitivity ratio, is 96.9 percent. The specificity factor measuring the
ability of the test to the usefulness of the method is 56.3 percent.
The achieved estimation accuracy of 92.5 percent was also verified by the odds ratio (OR) calculated
upon the following formula (Kufel, 2004, p. 135):

3943
 n11 × n00 4 × 127
OR = = = 8.06
n01 × n10 9×7 (2)

In our test, this ratio was scored as 8.06. Therefore, it can be said that the prediction based on the
estimated model is better than a random prediction. In the context of this research, it means that the
usefulness of blended-learning, in terms of better educational results, is by 8.06 percent greater, due
to its two principal features: quicker and better communication between the players in the educational
process and easier access to the teaching-learning materials, as compared to a situation where
blended-learning would not be in operation.

4.2 Disadvantages of the blended-learning method

Although the benefits of blended-learning are strong and widely recognized, the surveyed
undergraduate students also pointed out its serious drawbacks. In the questionnaire, we proposed
nine drawbacks we thought would be meaningful when assessing the pros and the cons of the
method. Detailed information on this aspect is given in table 8.

Table 8. Disadvantages of Blended-learning as Perceived by the Students.

Type of disadvantage Full-time students Part-time students Total number of the

questioned students
Number of Percentage Number of Percentage Number of Percentage
the students the students the students
Log-in problems 7 11.7 18 20.7 25 17.0
Download problems 8 13.3 13 14.9 21 14.3
Not enough materials
23 38.3 27 31.0 50 34.0
available
No solutions to tests and tasks 30 50.0 33 37.9 63 42.9
User-unfriendly interface 16 26.7 14 16.1 30 24.9
Lower motivation to learn 1 1.7 1 1.1 2 1.4
Lower creativity in searching
0 0.0 2 2.3 2 1.4
for knowledge
No direct communication with
9 15.0 20 23.0 29 19.7
other participants
Other 3 5.0 1 1.1 4 2.7
Source: the authors’ own elaboration
Note: more than one answer was allowed!

As data in table 8 suggests, generally six issues gathered in three groups may be worth paying
attention to, when it comes to discussing the drawbacks of the blended-learning provided via Moodle.
The first group concerns practical realization of the very idea of providing materials via the ITC
platform. In this aspect, the students strongly oppose the lack of the teacher’s solutions to the tasks
and the tests provided via the platform (42.9 percent of the surveyed) and disapprove insufficient
quantity of the teaching and learning materials contained within the content of the courses (34
percent). The second group of the deterrents is linked to the possible technical problems with logging-
in (for 17.0 percent of the surveyed students) and with downloading (14.4 percent). Last but not least
in this group, 30 out of 147 students (24.9 percent) consider the Moodle platform user-unfriendly,
which may constitute a problem, for example, in the world of one-finger accessible mobile devices that
definitely have changed our attitudes towards what really is user-friendly or not. The third aspect
manifests itself in the students’ acceptation of the non-existence of a physical contact with other
participants of the teaching-learning process, what was important for only 19.7 percent of the surveyed
students. Other probable drawbacks of blended-learning, such as a lower motivation to learn or lower
creativity in searching for knowledge, which were also present in our minds at the time of designing
the questionnaire, turned out to be practically of no importance to our young respondents.

3944
5 CONCLUSIONS
According to Costa, Alvelosa and Teixeira (2012, p. 335), ICTs are actually present in all the
processes involving data collection, processing of information and formulation of knowledge, the
teaching and learning being one of the most typical processes having these characteristics. Higher
education institutions have to adjust their educational offer to the needs of the contemporary market –
this is a determinant of their ‘to be or not to be’ facing the vivid competition. They also have to apply
the available modern tools to their educational excellence due to the fast-developing ITCs. The
Moodle platform, though not very new nor very modern, finds its application throughout numerous
universities around the world. The University of Gdansk uses it in assisting traditional teaching as well,
but not instead of it. In 2016, the Faculty of Management at our university was the top user of the
Moodle platform, in terms of both the number of courses provided (29.4 percent of the total number of
courses) and the percentage of the teachers involved in blended-learning (33.6 percent of the
employed teachers).
In the course of our research, we found out that the surveyed undergraduate accounting students
highly value some benefits of the blended-learning method used to aid traditional teaching. To the
ones mostly indicated belong:
− easier access to the teaching-learning materials (85.7 percent of the surveyed students);
− more efficient and quicker communication with the instructor (48.3 percent);
− better ability to pay attention during classes (47.6 percent);
− possibility to better prepare for exams (45.6 percent).
These results are generally less extreme in comparison to those obtained from the first part of our
research, that is, when the MSC students of three specializations, i.e. ‘Accounting’, “Marketing’ and
‘Small Business Management’ were surveyed in 2016. Hence, it may be concluded that the
undergraduate ‘Accounting’ students are less willing to accept or admit all the advantages of the
blended-learning provided via the Moodle platform. This may result from the possible conservatism of
the accounting society, even in the case of young applicants who merely try to enter the profession.
Perhaps accounting students are more prudent in expressing their extreme opinions. This seems to be
in line with another observation of the results, proving that the disadvantages of blended-learning were
not so sharply assessed either, as it was found in our 2016 research (Szadziewska and Kujawski,
2016, pp. 1792-1801).
On the other hand, as many as 93 students (63.3 percent of the surveyed) admitted strong and very
strong usefulness of the method for aiding traditional teaching in general, whereas 80 students (54.4
percent) shared a view that blended-learning strongly and very strongly aids traditional teaching, in the
area of accounting in particular.
Even the Authors of this paper, being accounting teachers, are divided when it comes to applying the
Moodle platform to meet their educational needs. The first Author is its keen user and has been very
active in providing her students with all sorts of educational support, whereas the second is rather
reluctant in passing the teaching materials to the students via the platform and does so, only if it is
ultimately necessary. What is more, he considers the platform rather unfriendly, in terms of managing
the course content and is not willing to fully exploit its beneficial features.
The research did not take account of the educators’ perspectives of the pros and the cons of the
Moodle platform, concentrating totally on the students’ viewpoints. The observation involved
undergraduate students pursuing a program at the ‘Accounting’ specialization. Therefore, the results
obtained only refer to this group of the surveyed, although they represent a prevailing majority of the
undergraduate accounting students at the Faculty of Management studying during a spring semester
of the analyzed academic year. This, in turn, constitutes a strong value of the research. In the future,
the research should be carried out also among the students at the Faculty of Philology, which currently
offers 458 courses supported by the blended-learning method. This will allow a more complete picture
of the effectiveness of the e-learning platform currently used at the University of Gdansk.

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