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Using Online Education to Improve Traditional Classroom Instruction: A Blended Learning Approach
PROCEEDING

, , University of Nevada, Las Vegas, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The authors will discuss instructional design strategies used to develop and redesign a course offered in multiple formats: online, face-to-face, and hybrid. Teaching the same course in multiple formats provides the advantage of making meaningful comparisons of strategies used for different modes of instruction. Design approaches for one format can inform the design of the others. This allows the course designer to address and capitalize on the strengths and weaknesses of each design. By drawing comparisons between approaches, instructional designers can gain new ideas for improving learning outcomes across all course formats. For quality improvement purposes, the results of using online learning strategies in multiple sections of an undergraduate-level course were assessed using a pre- and post-course survey measuring students’ changes in attitude toward the usefulness of technology tools for education. The survey results and implications for the design of online and face-to-face modes of instruction are discussed.

Citation

Bacos, C. & Grove, K. (2019). Using Online Education to Improve Traditional Classroom Instruction: A Blended Learning Approach. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 374-379). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2019 from .

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