THE MOTIVATION FOR VIDEO VIEWING IN BLENDED LEARNING

An adult working student does not always have the opportunity to study in the way that is typical or natural for him/her. Some of the common reasons for that include the different work and life situations of adult students, which may make it impossible for them to participate in face-to-face teaching. This is often caused by the provider of education not being able to offer different alternatives to traditional teaching methods. Studying can be supported, for example, by diversifying teaching with the help of an educational technology such as web videos. Use of videos does not provide exactly the same possibilities as face-to-face teaching does. On the other hand, neither can face-to-face teaching offer all the potential that videos can. On deciding about the way to study and methods to use, the student often is forced to make compromises regarding time use and individual learning style. This study deals with the Master in Mathematical Information Technology studies, which are directed for working adults. In these studies, for some years now, all teaching has been available both as face-to-face teaching as well as real-time and on-demand lecture videos. This paper is focused on the motivation for video viewing in blended learning from students' viewpoint and on the effect of time restrictions and place on it. The applicability of the present practice for the diversifying of adult education is studied also. The study is based on the results of a student questionnaire and the results obtained from the log file of a media server.