Journal of Interactive Learning Research Volume 19, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Nontraditional students are rapidly becoming the majority group on campuses across America. These students are often hard pressed for time and in order to provide them with equal learning opportunities many universities and colleges are currently responding by offering classes using a variety of delivery methods and formats. In this study, synchronous online discussions were integrated with traditional face-to-face instruction in an undergraduate educational psychology course offered mostly to nontraditional students. The purpose of the study was to examine nontraditional students' perception of this “blended” course. Specifically, the study sought to find out the extent to which students' were satisfied with their learning experience. Students' perception was assessed by way of a survey that consisted of Likert-scale and open-ended items. Results generated from the surveys suggest that students were generally satisfied with the course format. For nontraditional students, synchronous online discussions may enhance interaction, collaboration, active learning as well as equal learning opportunities. Furthermore, combining online and face-to-face discussions could ensure more productive use of class time for higher education courses scheduled for short durations.
Blankson, J. & Kyei-Blankson, L. (2008). Nontraditional Students’ Perception of a Blended Course: Integrating Synchronous Online Discussion and Face-to-Face Instruction. Journal of Interactive Learning Research, 19(3), 421-438. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from https://www.learntechlib.org/primary/p/23563/.
© 2008 Association for the Advancement of Computing in Education (AACE)
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Qiuyun Lin, State University of New York--Plattsburgh, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 364–370
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