Shifting from blended to online learning: Students’ and teachers’ perspectives

E. Polat*, S. S. van Dam, C. A. Bakker

*Corresponding author for this work

Research output: Contribution to journalConference articleScientificpeer-review

1 Citation (Scopus)
43 Downloads (Pure)


The Covid-19 outbreak forced many universities across the world to transition from a traditional or blended format to fully online education. This paper presents a case study on the transition to an online education format for a circular design course. Both quantitative and qualitative data were collected through a survey with 26 students and interviews with six course teachers. The findings revealed that students preferred the on-campus versions over the online course components. They indicated the perceived lack of motivation, lack of sense of community, and a high workload as influencing factors. Teachers indicated the lack of connection with students as a drawback to online education but identified advantages to their teaching and the student’s learning experience. Suggestions for addressing an optimal blended course format are provided.

Original languageEnglish
Pages (from-to)2651-2660
Number of pages10
JournalProceedings of the Design Society
Publication statusPublished - 2021
Event23rd International Conference on Engineering Design, ICED 2021 - Gothenburg, Sweden
Duration: 16 Aug 202120 Aug 2021


  • Case study
  • Circular economy
  • Covid-19
  • Design education
  • Online learning


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