Does online participation matter? A case study of a hybrid theatre arts course

Abstract

PurposeTo examine whether students have higher retention rates of material when they participate in online quizzes or online alternative student‐centered assignments on the material presented in the F2F class.Design/methodology/approachReviews the literature; and analyzes data from the implementation of both types of assessment for the online sessions of the course (student‐centered and faculty‐centered) as correlated with mid‐term and final examination scores.FindingsA significant difference was found on both mid‐term and final examination scores by participants and non‐participants in the assessments. A significant difference was not found in the participation levels in the various assessment types. In addition, a minimal relationship was found between the assessment type and the act of participating in the assessment. The assessment type was not found to have a significant effect, though the participation in the assessment type did have an effect.Research limitations/implicationsOnly two terms' worth of students, in one course, were examined. The assessments were not analyzed for equivalence in their coverage of the materials. Further research is needed on types of activities and level of participation, types of participation and level of learning, and participation scale grade rather than a yes/no method, are correlated.Practical implicationsProvides a very useful source of information, guidance, and support for instructors considering the use of online assessments in their hybrid courses.Originality/valueThis paper fulfils an identified need in the usage of alternative assessments and offers practical help to faculty teaching a theatre arts hybrid class.