Changing from blended learning to fully online learning: Does the change influence the learners’ experiences and perception of a 360 lecture?

Abstract

This paper evaluates whether a change of teaching method influences students’ experiences, perception and usage of 360-degree videos within an e-tutoring training. Due to the Corona pandemic, a long-ongoing training had to be changed from a blended learning teaching approach to a fully online teaching format. Both approaches covered a “360 lecture” with almost identical learning content, methodologies and structures, enabling a direct comparison of effects when switching the teaching method. The evaluation considered both a quantitative analysis (evaluation of questionnaires data) as well as qualitative feedback of the students (discussions, word cloud comparison) that was collected identically for 5 years. Results show that since the Corona pandemic learners have higher awareness on their technical infrastructure (and its limitations) and therefore chose their playback options for “360 lectures” accordingly and were consequently more satisfied with it. Quantitative data backs these outcomes as showing no significant differences.