Literaturnachweis - Detailanzeige
| Autor/inn/en | Ryan, Sarah; Kaufman, Julia; Greenhouse, Joel; She, Ruicong; Shi, Judy |
|---|---|
| Titel | The Effectiveness of Blended Online Learning Courses at the Community College Level |
| Quelle | In: Community College Journal of Research and Practice, 40 (2016) 4, S.285-298 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1066-8926 |
| DOI | 10.1080/10668926.2015.1044584 |
| Schlagwörter | Community Colleges; Two Year College Students; Blended Learning; Online Courses; Computer Uses in Education; Comparative Analysis; Conventional Instruction; Correlation; Probability; Pretests Posttests; Documentation; Content Analysis; Student Records; Statistical Analysis; Student Characteristics; Quasiexperimental Design |
| Abstract | Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students' engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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