Elearning is an evolving, dynamically and rapidly changing educational opportunity (Popescu, 2012). Application of the right form of eLearning offers a unique opportunity to satisfy students’ needs in a better way. The purpose of the present study was to examine differences in the students’ preferences and perception of eLearning in its “pure” and blended form. There was used quantitative approach in this paper. We used COLLES questionnaire to measure student preferences and perception of relevance, reflection, interaction, tutor support, peer support and interpretation. The sample of the study consisted of 283 full-time and parttime students. Convenient sampling procedure was used. The data were collected during the academic year 2012/2013. Results suggest implementing blended form. From the students’ point of view, it was preferable in 3 factors, while pure eLearning only in 1 factor. Two factors were undecided. The biggest difference was measured in peer support factor, therefore there is a need to concentrate on this factor in eLearning’s implementation strategy.
Nowadays, the higher education marketplace has become much more competitive (Jones & O’Shea, 2004). Problems with growing numbers of universities and decreasing number of students and funds force us to find out new solutions in knowledge distribution. The increasing competition must not result in effort of quantitative growth, but it also has to lead to better quality, accessibility and flexibility of educational services.
Current generation of students can be described with term “on-line generation”. For them, Internet is the primary source of information and knowledge and also a platform for exchange of experiences. Also because of these reasons, eLearning has obtained its irreplaceable place in current higher education environment (Dobbs, Waid, & del Carmen, 2009). ELearning, as an innovative method of education originally designed for distance learning, is also used in face-to-face education, today.