LEARNING STYLES, TECHNOSTRESS & BLENDED LEARNING – IMPLICATIONS FOR THE EDUCATIONAL MODEL OF THE FUTURE

Abstract

Although the blended learning teaching format has been existing for several years, the COVID-19 pandemic has shown us once again how important digitization is in the education industry. The aim of this study is therefore to find out what opportunities and risks blended learning has as a teaching format from the perspective of students with the learning style "pragmatist" and to what extent technostress will be relevant in this context. A qualitative study was conducted in which 11 undergraduate students with the learning style “pragmatist” were asked about their personal experience and opinion regarding the three teaching formats face-to-face, distance and blended learning in order to find out the individual advantages and disadvantages. The results have shown that blended learning is suitable as a teaching model from the students` perspective. However, attention must be paid to good organization and communication in order to be able to take advantage of both teaching formats, namely face-to-face and distance learning. The effects of technostress could not be determined after the COVID-19 pandemic as an external influencing factor strongly affected the students' perceptions of distance learning.