Assessing Student Performance in Hybrid versus Web-Facilitated Personal Health Courses

Autor/inn/en	Cathorall, Michelle L.; Xin, Huaibo; Blankson, Faustina; Kempland, Monica; Schaefer, Courtney
Titel	Assessing Student Performance in Hybrid versus Web-Facilitated Personal Health Courses
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 17 (2018) 1, S.11-16 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Student Evaluation; Teaching Methods; Health Education; Blended Learning; Educational Technology; Technology Uses in Education; Undergraduate Students; Tests; Scores; Grades (Scholastic); Student Attitudes; Preferences; Interaction; Teacher Student Relationship; Web Based Instruction; Statistical Analysis; Illinois + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Examination; Prüfung; Examen; Notenspiegel; Schülerverhalten; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Web Based Training; Statistische Analyse
Abstract	This study aims to examine the effectiveness of web-facilitated and hybrid course delivery formats on student learning outcomes for four sections of an undergraduate Personal Health course at a public institution. This is a quasi-experimental study. Two sections were taught as hybrid classes and two sections were taught as webfacilitated classes. A total of 181 undergraduate students from across the university participated in the study. Student learning outcomes were measured by comparing quiz scores and final course grade. Instructor evaluation ratings were also compared. Results indicate that student-learning gains were similar regardless of delivery format. There were no significant differences in objective quiz scores or final grade between the delivery formats. The instructor mean evaluation score was significantly higher for the web-facilitated format. Although the students' performance is comparable in both delivery formats students prefer web-facilitated courses with more face-to-face interactions with the instructor to hybrid courses. Examining student technological capabilities and motivation in web-facilitated and hybrid courses is necessary to improve evaluations. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01