A Case Study Transitioning from Traditional Face-to-Face Course Instruction to a Blended Format

Autor/in	McDonough, Darlene
Titel	A Case Study Transitioning from Traditional Face-to-Face Course Instruction to a Blended Format
Quelle	In: Excellence in Education Journal, 2 (2013) 1, S.23-45 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-4166
Schlagwörter	Blended Learning; Graduate Study; Course Evaluation; Curriculum Design; Curriculum Implementation; Outcomes of Education; Academic Achievement; Graduate Students; Case Studies; Individualized Instruction; Learner Engagement; Active Learning; Teaching Methods; Instructional Innovation; Student Centered Learning; Computer Uses in Education + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrplangestaltung; Lernleistung; Schulerfolg; Schulleistung; Graduate Study; Student; Students; Studentin; Case study; Fallstudie; Case Study; Individualisierender Unterricht; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Computernutzung
Abstract	This case study briefly describes the journey that one professor took in transitioning from face-to-face course instruction to a blended model at the graduate level. The blended lesson format was based on the 14 Learner-Centered Psychological Principles developed (1993) and revised by the American Psychological Association Work Group of the Board of Educational Affairs (1997). The professor developed a student survey specifically to evaluate the blended course in areas not included in the university's evaluation. After the first and second semesters, data from the professor's course evaluations as well as the student surveys were used to improve the blended course design and implementation for the third semester. The professor comments on the challenges and the advantages of the blended format for both the professor and students including the impact on student achievement. (As Provided).
Anmerkungen	Excellence in Education Journal. e-mail: eejeditor@gmail.com; Web site: http://www.excellenceineducationjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01