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Expectation versus Reality: The impact of student expectation of didactic approach to learning on the participation of students in blended courses
PROCEEDINGS

, , Graceland University, United States ; , Saint Luke's College, United States

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

As traditional instructors have become more comfortable with online technology, and more knowledgeable about its possible role in their classrooms, experimentation with blended learning environments has increased. The philosophical orientation of the instructor as well as the expectations of the student can be an obstacle or an asset to the value of the online component of a blended course. This study examined whether the expectations of students enrolled in a Masters of Education degree which they perceived to be offered as a didactic face to face program is correlated with student participation in the blended aspect of one course offered during that program. Data was collected through surveys, interviews, document analysis of online postings, and comparison of the mean word count of the three groups. Findings include a general correlation of assigned value to Constructivist principles to engagement in the online component of the course.

Citation

Graham, L., Armstrong, B. & Ballou, K. (2008). Expectation versus Reality: The impact of student expectation of didactic approach to learning on the participation of students in blended courses. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2368-2383). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from .

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