Attitudes, beliefs, and attendance in a hybrid course

Yudko, Errol; Hirokawa, Randy Y.; Chi, Robert

doi:10.1016/j.compedu.2006.11.005

Cited by 54 publications

(34 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, to find appropriate ways and places for communication, educators have to take into consideration aspects of students' lives and how they are able to participate in various communication practices. For example, Yudko, Hirokawa, and Chi (2008) find that computer literate students have the strongest belief that they can benefit from the use of computers as part of their study. Such students probably will benefit most from, for example, e-learning, as motivation is a basic condition for benefiting from this form of learning (van Dijk, 2005).…”

Section: Blended Learning Communication and Locationsmentioning

confidence: 97%

Blended learning: communication, locations and work-life practices

Moe

Rye

2011

Educational Media International

View full text Add to dashboard Cite

The article discusses blended learning and how various delivery formats affect the way learning is situated in work-life practices. The authors approached this issue through an empirical study of an in-service training programme for middle-level managers in a number of case organisations. The programme used a combination of e-learning, textbooks and face-to-face seminars. The conclusion reached is that a purposeful blend of delivery modes and technology systems can situate learning outside the daily work location and at the same time facilitate the creation of communities of practice embedded in daily work experience. It is further argued that inflexibility can be a necessary for creation of such communities.

show abstract

Section: Blended Learning Communication and Locationsmentioning

confidence: 97%

Blended learning: communication, locations and work-life practices

Moe

Rye

2011

Educational Media International

View full text Add to dashboard Cite

show abstract

“…Yudko et al . [17] argument that these challenges may influence some students negative attitudes toward BL experiences. Furtheremore, as online education is a recent activity in Brazilian Universities, many students do not identify computers and Internet as pedagogical tools, but as entertainment and social tools [12].…”

Section: Results and Discussion: Students' Perceptions Of The Bl Expementioning

confidence: 99%

Blended learning in biochemistry education: Analysis of medical students' perceptions

Wardenski

Espíndola

Struchiner

et al. 2012

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for complementing course Modules I, II, and IV, using different resources and activities. Forty-nine students (46%) took part in the study. Results show that, in general, students gave positive evaluations to their experiences with BL, indicating that the VLEs have not only motivated but also facilitated learning. Most of the students reported that access to resources in the three modules provided a more in-depth approach to Biochemistry education and greater study autonomy. Students suggested that the VLEs could be better used for promoting greater communication among participants.

show abstract

“…Understanding students' thoughts and attitudes toward using online materials is not only essential to ascertain how effectively the online content is delivered, it also helps teachers and faculties prepare further online courses and education programs (Yudko et al, 2008). Hence, the author investigated the effects of innovative web-mediated pedagogies on improving students' thoughts regarding the web-mediated teaching methods and the blended course they took.…”

Section: Critical Learning Effects In Online Learning Environmentsmentioning

confidence: 99%

“…It is suggested that teachers should be cautious about which students enroll in courses that are supplemented with online materials (Yudko, Hirokawa, & Chi, 2008). In Taiwan, many students are used to following teachers' arrangement for their learning, and do not know how or are not willing to take responsibility for their learning.…”

mentioning

confidence: 99%

A quasi-experimental study of a blended course integrated with refined web-mediated pedagogy of collaborative learning and self-regulated learning

Tsai

2012

Interactive Learning Environments

View full text Add to dashboard Cite

Innovative teaching methods integrated with web technologies have been increasingly used in higher education. However, there are few studies discussing effective web-mediated teaching methods for both students and teachers. To help students learn and develop their academic involvement in a blended course, and improve their thoughts regarding this course, the author in this study re-designed and re-developed a combined teaching method for the course. The author conducted a quasi-experimental study to explore the effects of different combinations of web-mediated CL with/without initiation and SRL with/without feedback on involving students and enhancing their thoughts regarding this blended course. This research involved 227 second-year university students from four class sections, including three experimental groups (CISF, CIS, and CI groups), and a control group (C group), who received different combined interventions. In this research, students in CISF group (web-mediated instruction that integrated CL with initiation and SRL with feedback) significantly improved their involvement by the end of the course. In addition, students in CISF group had positive thoughts regarding web-mediated CL with initiation and SRL with feedback. The implications and discussion for teachers who plan to design teaching methods for online courses are also provided in this paper.

show abstract

Attitudes, beliefs, and attendance in a hybrid course

Cited by 54 publications

References 13 publications

Blended learning: communication, locations and work-life practices

Blended learning: communication, locations and work-life practices

Blended learning in biochemistry education: Analysis of medical students' perceptions

A quasi-experimental study of a blended course integrated with refined web-mediated pedagogy of collaborative learning and self-regulated learning

Contact Info

Product

Resources

About