Designing a hybrid course entails the challenge of choosing learning activities for each of the face-toface and online environments--and sequencing and coordinating the activities across the two environments--to promote student attainment of the course's learning objectives. This paper presents a study comparing student performance in an undergraduate Principles of Microeconomics course taught by the same instructor under hybrid (n = 51) and face-to-face (n = 24) delivery. The percentage of hybrid students completing the course (71%) was not significantly different (chi-square = .61, p = .433) than that (79%) of the face-to-face students. A regression analysis controlling for student GPA indicated that, for students completing the course, the composite test score was, on average, an estimated 4.8 percentage points lower (p = .025, one-tailed) under hybrid delivery than under face-toface delivery. Student GPA had a strong positive ceteris paribus impact (p = .000, one-tailed) on the composite test score. The finding of a lower level of student learning under hybrid relative to face-to-face delivery is attributed to inattentiveness to pedagogical principles in designing the hybrid course. The study serves as a caution to colleges and universities initiating or expanding their hybrid course offerings in the absence of faculty training or quality control checks. The paper closes with suggestions for further research.
It has been shown that mathematics achievement among K-12 students can be improved through quality after-school programs. At the same time, university mathematicians are being encouraged to partner with K-12 schools to improve teaching and learning in mathematics, and after-school programs provide a perfect context for that partnership. Yet few such partnerships exist. This study is a description of extracurricular activities in mathematics for high school students provided by universities and high schools in the Sumy region of the Ukraine, and an exploration of the cooperation between university faculty and high school faculty in providing those activities. In addition, evidence of student and parent satisfaction with those activities is presented. This study provides a positive model for cooperation between universities and high schools for the benefit of all students.
The penetration of computer technology in general education in our country started more than half a century ago. Alexander Yurievich Uvarov was among those who started the work in the field of digital renewal of education. Today he is the Doctor of Sciences (Education), Professor at the Institute of Education of the National Research University Higher School of Economics, leading researcher at the Axel Berg Institute of Cybernetics and Educational Computing of the Federal Research Center “Computer Science and Control” of the Russian Academy of Sciences, laureate of the RF Government Prize in Education, long-time member of the editorial board of Informatics and Education journal. A. Yu. Uvarov made a significant contribution to the development of school informatics. His organizational activities and research largely determined the reality and future prospects for the digitalization of the national school. It is necessary to emphasize the importance and scientific significance of the research carried out by A. Yu. Uvarov.In January 2023, he turned eighty years old. The biography of this researcher, well known in Russia and abroad, reflects, as in a mirror, the half-century history of the digital renewal of the Russian school.
Information technologies, penetrating into all spheres of society, ensure the evolution of legal regulation, including the field of government administration. The purpose of the study is to analyse the impact of technologization of government administration, government regulations and regional development and assess the impact on the development of the digital environment. The result of the study was the argumentation of the author's position regarding the need for the government regulation of the use of information technologies and artificial intelligence technologies. Conclusions of the study: analysis of trends in modernization of government administration in the context of using information technologies contributes to the formation of the information society, improving the quality of living standards through the comprehensive implementation of information technologies in government regulation, as a result of which there are effects that improve the quality of living standards and development of industrial engineering, there is also an increase in the possibility of using artificial intelligence in ensuring the industrial economy, which in its turn is one of the factors of regional development and, as a result, the most important tool for creating strong competitive advantages of the Russian state in the setting of digital environment.
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