Examining Interactive and Metacognitive Processes in Student Learning: Findings from a Hybrid Instructional Environment

Meyers, Shelly; Feeney, Linda D.

doi:10.24059/olj.v20i3.968

Cited by 5 publications

(2 citation statements)

References 13 publications

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“…Young & Fry, 2008). Research finds that students exhibit and develop greater levels of metacognition in blended courses (Hindun et al, 2020; Hsu & Hsieh, 2014; Husamah, 2015; Meyers & Feeney, 2016). In new learning environments, students may not be able to rely on learning styles that worked in the past.…”

Section: Model Of Performance In Bl Coursesmentioning

confidence: 99%

Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

Cannon

Lohtia

Paulich

2021

Journal of Marketing Education

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Blended learning, which combines the benefits of both online learning and face-to-face instruction, is becoming popular in higher education. Despite its increase in application, there is limited research on the mechanisms to improve student performance in blended learning courses. This article aims to identify and empirically test individual factors influencing student performance in an introductory marketing course offered in a blended learning format. Through two surveys conducted during the semester at two large, public business schools, we find that metacognitive regulation, metacognitive knowledge, and student effort enhance student performance in blended learning courses. We also find that self-efficacy and course-specific attitudes affect metacognition and student effort. Based on the results, we provide practical strategies to design blended learning courses that improve student performance.

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Section: Model Of Performance In Bl Coursesmentioning

confidence: 99%

Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

Cannon

Lohtia

Paulich

2021

Journal of Marketing Education

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“…Critical thinking and problem-solving are significant to the quality of higher education programs. A hybrid strategy of course delivery addresses these needs with a face to face component and an online component [14]. The implementation of hybrid learning is designed according to campus conditions.…”

Section: Team Teaching-hybrid Learning In Higher Educationmentioning

confidence: 99%

Effectiveness of Teams Teaching-Hybrid Learning (TTHL) in Higher Education

Rahman¹,

Wahid²,

Afandi³

et al. 2019

Proceedings of the Proceedings of 1st Workshop on Environmental Science, Society, and Technology, WESTECH 2018, December 8th, 2

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This study aims to determine the significance of differences in the lecture process before and after implementing Team Teaching-Hybrid Learning (TTHL). This research was conducted at Nurul Jadid University Paiton Probolinggo and IAI Ibrahimy Genteng Banyuwangi. The study population was all third-semester students of Nurul Jadid University Paiton Probolinggo and IAI Ibrahimy Genteng Banyuwangi with education statistics courses. The research sample was purposive sampling technique. Quantitative research using the quasiexperimental method uses non-equivalent control group design with the TTHL pre-test and post-test treatment. Instrument data collection in the form of observations, closed questionnaires, tests, and documentation. Data analysis techniques using descriptive analysis and hypothesis testing include Manova test and t-test. Testing the hypothesis prerequisites using the normality test (Column of Smirnov) and homogeneity test (Box's Manova). The results showed that from multivariate testing with Sig. (p) 0.000 < 0.05 which means the first hypothesis (H1) is accepted. TTHL is also proven to be effective in improving learning outcomes as evidenced by the comparison of the mean values of increase (significance) of the experimental class and the control class which have a difference in the value of 14.57 with the advantages of the experimental group (24.26: 9.69). In addition, the results of the hypothesis test obtained the Sig. (p) equal to 0.017 < 0.05 which means the second hypothesis (H1) is accepted.

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Introduction to the Special Issue: Best Papers Presented at the OLC 21st International Conference on Online Learning and Innovate 2016

Picciano

McDonald

Moskal

2016

OLJ

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The Online Learning Consortium (OLC) traces its roots to the Alfred P. Sloan Consortium (Sloan-C) that emerged in the 1990s when a cadre of early adapters of online learning began to coalesce into a professional community. Funded by the Alfred P. Sloan Foundation, this community embarked on a number of activities designed to promote quality in the design and implementation of online and blended learning applications. In 1995, a one-day meeting of grantees of the Alfred P. Sloan Foundation’s Anytime, Anyplace Learning Program met in Philadelphia to discuss their work and share their experiences. Ninety individuals attended this first event. This meeting grew into an annual event for the next five years. In 2001, it was decided that the event be expanded into a full conference with paper submissions and reviews, workshops, and exhibit areas. The University of Central Florida agreed to host the conference in Orlando in November. That was a fateful decision as the attack on the World Trade Center on 9/11 followed by the anthrax scare in Florida in October of that year severely limited the number of people willing to fly to Orlando to attend the conference. Still, three hundred and sixty participants attended to share and discuss research, effective practices, student services, and administrative support for online learning. Since 2001, the conference has grown and has evolved into the premiere event for presenting current ideas, research, and best practices in online learning. In 2015, the Online Learning Consortium celebrated the 21st anniversary of the International Conference on Online Learning. The theme of the conference, Shaping the Future of Online Learning, focused on the latest developments in online and blended learning. Almost 3,000 individuals attended this conference either in person or virtually. Six hundred and sixty-eight proposals were submitted for presentation. In April, 2016, the Online Learning Consortium initiated a new conference, OLC Innovate: Innovations in Blended and Online Learning. Almost 2,000 individuals attended this conference and 506 individuals submitted presentation proposals. Of the 1,172 proposals submitted for both conferences, the nine articles selected for this special edition represent the best presentations as determined by the conference track chairs and editorial staff of the Online Learning Journal.

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Examining Interactive and Metacognitive Processes in Student Learning: Findings from a Hybrid Instructional Environment

Cited by 5 publications

References 13 publications

Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

Effectiveness of Teams Teaching-Hybrid Learning (TTHL) in Higher Education

Introduction to the Special Issue: Best Papers Presented at the OLC 21st International Conference on Online Learning and Innovate 2016

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