Abstract

Online education has become a central element of the discourse on higher education. There seems to be an overall drive toward online learning given the mounting need for flexibility in scheduling and the daily emergence of communication technologies and capabilities. Online education is presented as a means of conveying instruction to an extensive learning community any place at any time. Cox indicates that advocates designate online learning as the driving force and model for transformation in teaching, learning, and formal schooling. While there has been a vast amount of research conducted on the advantages and disadvantages of online instruction, little is known on how assessment is used in online classrooms to monitor performance and progress. This study focuses primarily on the micro-level of online education evaluation in a technology education imaging technology course with cross group comparisons with the same course in a traditional face-to-face learning environment. (Contains 2 tables.)

Citation

Ernst, J.V. (2008). A Comparison of Traditional and Hybrid Online Instructional Presentation in Communication Technology. Journal of Technology Education, 19(2), 40-49. Retrieved July 4, 2022 from https://www.learntechlib.org/p/54855/.

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• blended learning
• Comparative Analysis
• Computer Assisted Design
• Conventional Instruction
• course evaluation
• Educational Assessment
• electronic learning
• Graphic Arts
• preservice teacher education
• Quasiexperimental Design
• student attitudes
• student evaluation
• Student Surveys
• Teacher Education Curriculum
• Technology Education
• Web Based Instruction