Student Course Evaluations in Traditional and Blended Courses: A Case Study

Autor/in	Nowell, Gadis
Titel	Student Course Evaluations in Traditional and Blended Courses: A Case Study
Quelle	In: American Journal of Business Education, 4 (2011) 1, S.13-18 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Course Evaluation; Student Evaluation of Teacher Performance; Blended Learning; Conventional Instruction; Intermode Differences; Teaching Methods; Case Studies; Student Attitudes; Participant Satisfaction; Cost Effectiveness; Online Courses; Distance Education; Business Administration Education; Questionnaires; Course Content; Instructional Effectiveness; College Students; College Programs; District of Columbia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Schülerverhalten; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Fragebogen; Kursprogramm; Unterrichtserfolg; Collegestudent; Studienprogramm
Abstract	It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S. Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions. One question is, "Is blended learning better than other learning environments?" In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar. The research question was stated as follows: "Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?" The results of this study revealed "no differences" between blended and traditional learning on the student course satisfaction variable. In this regard, it is important to note that this finding of "no differences" is consistent with the existing research findings on student learning effectiveness as well. Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area: "Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01