CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Transitioning to blended learning: Understanding student and faculty perceptions
Tác giả
Napier N.P.; Dekhane S.; Smith S.
Năm xuất bản
2011
Source title
Journal of Asynchronous Learning Network
Số trích dẫn
76
DOI
10.24059/olj.v15i1.188
Liên kết
Tóm tắt
This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.
Từ khóa
Assessment; Blended learning; Computer literacy; Hybrid course
Tài liệu tham khảo
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Nơi xuất bản
Sloan Consortium
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus