A Comparison of Student Knowledge between Traditional and Blended Instruction in a Physical Education in Early Childhood Course

Autor/inn/en	Giannousi, Maria; Vernadakis, Nikolaos; Derri, Vassiliki; Antoniou, Panagiotis; Kioumourtzoglou, Efthimis
Titel	A Comparison of Student Knowledge between Traditional and Blended Instruction in a Physical Education in Early Childhood Course
Quelle	In: Turkish Online Journal of Distance Education, 15 (2014) 1, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Blended Learning; Conventional Instruction; Educational Technology; Physical Education; Early Childhood Education; Knowledge Level; Instructional Effectiveness; Computer Software; Lecture Method; Technology Uses in Education; Pretests Posttests; Undergraduate Students; Statistical Analysis; Scores; Comparative Analysis; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Körpererziehung; Sportunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Wissensbasis; Unterrichtserfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Ausland; Griechenland
Abstract	Blended learning model combines different advantages of face to face education and e-learning to ensure an effective learning environment for students. The purpose of this study was to investigate the impact of traditional and blended instruction, in students' knowledge in a Physical Education in Early Childhood course. For the purpose of this study a knowledge test was created and item analysis and validity and reliability tests were conducted. The course was developed to meet the learning needs of students and the course's objectives. The curriculum lasted 13 weeks and included for the traditional instruction 12 face to face lectures and for the mixed 7 face to face lectures and 6 on line lectures. The software platform supporting the operation of blended instruction was the course management system E-Class. The study involved 60 students, (35 men, 25 women) aged 19-23 years old (M=20,22, SD=0.98). Data analysis indicated that the knowledge test was valid and reliable. Although both groups improved their cognitive learning in this course, the blended learning group was more successful than the traditional on students´ achievement. Based on the findings, blended instruction appears as an alternative teaching practice that should be embraced by educators, in order to assist students to improve their performance. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10