Analyse der studentischen Ansprüche an die Lernumgebung eines universitären Fernstudiums im blended learning

The study aims to develop a deeper understanding of the teaching qualities of distance learning that student’s desire and to uncover the constructs that underlie these desire expectations and reveal the underlying benefits that students look for. An empirical study using the means-end approach and laddering techniques (personal interviews) gives a valuable first insight into the desired teaching qualities of distance learning. Personal laddering interviews were conducted with forty-two bachelorstudents (X=34.4). The hierarchical value map reveals a complex structure, consisting of nine attributes, fourteen consequences, and four values. In particular, the study results indicate that students prefer attributes like “Reliability of the learning platform”, “Integration of online and classroom phases”, “Professional expertise”, “Team of lecturers well-versed in didactics”, “Accessibility and feedback of the teaching team” and “Interactionbased learning environment”. Students predominately want to encounter valuable teaching experiences to be able to pass tests and to be prepared for their profession. According to the study results, students particularly want to satisfy the following values: “well-being”, “security”, “independence”, and “achievement”.