To ITV or Not to ITV: A Comparison of Hybrid and Web-enhanced Approaches to Teaching a Macro-course in Human Behavior in the Social Environment

Forte, James A.; Root, Vicki

doi:10.1080/10911359.2011.535732

Cited by 9 publications

(11 citation statements)

References 10 publications

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“…In line with prior correlational studies, as well as studies demonstrating a link between the amount of time logged into a required CMS and student grades in hybrid courses (DeNeui & Dodge, 2006;Forte & Root, 2011), MyPsychLab grades correlated with exam grades. This correlation suggests benefits of self-testing for learning (cf.…”

Section: Discussionsupporting

confidence: 84%

Testing the Efficacy of MyPsychLab to Replace Traditional Instruction in a Hybrid Course

Powers

Brooks

Galazyn

et al. 2016

Psychology Learning & Teaching

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Online course-packs are marketed as improving grades in introductory-level coursework, yet it is unknown whether these course-packs can effectively replace, as opposed to supplement, in-class instruction. This study compared learning outcomes for Introductory Psychology students in hybrid and traditional sections, with hybrid sections replacing 30% of in-class time with online homework using the MyPsychLab course-pack and Blackboard course management system. Data collected over two semesters (N ¼ 730 students in six hybrid and nine traditional sections of 50 students) indicated equivalent final-grade averages and rates of class attrition. Although exam averages did not differ by class format, exam grades in hybrid sections decreased to a significantly greater extent over the course of the semester than in traditional sections. MyPsychLab homework grades in hybrid sections correlated with exam grades, but were relatively low (66.4%) due to incomplete work-suggesting that hybrid students may have engaged with course materials less than traditional students. Faculty who taught in both formats noted positive features of hybrid teaching, but preferred traditional classes, citing challenges in time management and student usage of instructional technology. Although hybrid students often reported difficulties or displeasure in working online about half of them indicated interest in taking other hybrid classes.

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Section: Discussionsupporting

confidence: 84%

Testing the Efficacy of MyPsychLab to Replace Traditional Instruction in a Hybrid Course

Powers

Brooks

Galazyn

et al. 2016

Psychology Learning & Teaching

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“…In their meta-analysis of 30 studies, Spanjers et al (2015) found that students slightly favoured blended formats with a small average effect size (g + = .11, p < .05). The body of evidence suggests that students often rank the blended delivery of the course significantly higher over its face-to-face or web-enhanced counterpart on satisfaction, teaching effectiveness, and their overall course expectations (Forte & Root, 2011;Kumrow, 2007;Vernadakis, Giannousi, Tsitskari, Antoniou, & Kioumourtzoglou, 2012). Lim, Morris, and Kupritz (2007) found that students were clearer on the method of learning in the blended course as it allows for opportunities to seek clarification about course requirements, though some studies (e.g., Larson & Sung, 2009) were inconclusive whether the course delivery methods influence student satisfaction.…”

Section: Student Satisfaction In Blended Coursesmentioning

confidence: 99%

Blended learning in large enrolment courses: Student perceptions across four different instructional models

Owston

York

Malhotra

2019

AJET

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Drawing on data from five large enrolment introductory courses in a public university, we compared students’ perceptions of blended learning on design, interaction, learning, and satisfaction in four different blended models. The models, which were the result of a course redesign initiative, had different combinations of face-to-face lectures, online sessions, and small group tutorial classes. Our findings suggest that students perceived courses with fully online lectures and in-class tutorials most positively on design and overall satisfaction, while those enrolled in courses with in-class lectures and in-class tutorials, supplemented by online discussions, felt most positively about interaction. Students perceived learning in the former courses more favourably than the latter, however the differences were not statistically significant. The least preferred model overall was the one that had in-class lectures and tutorials that alternated weekly between in-class and online sessions.

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“…Multiple studies have indicated that technology is a point of concern in student satisfaction with SDE classroom settings. 10,[19][20][21][22] Both the quantitative analysis and qualitative responses in our study showed that the students in Cohort 2 were generally more satisfied with SDE than those in Cohort 1, correlating with distance education research that shows, if designed properly, distance classrooms can be successful in providing quality education, resulting in student satisfaction. 8,9,[21][22][23][24][25] The initial cohort of students and SDE instructors were novices to technologies used in the SDE classroom, which may have impacted student perceptions regarding satisfaction.…”

Section: Discussionmentioning

confidence: 67%

“…We found no significant difference in these students' satisfaction with face-to-face SDE compared to their traditional classroom experiences, similar to the findings of other studies. 2,10,19 As technologies continue to evolve, more studies using face-to-face SDE need to be conducted using this specific form of face-to-face SDE. Limitations to this study included the following: 1) learning curve of faculty and students, on which some were more technologically experienced than others; 2) technical support from the institution, which has been found to influence student satisfaction; 3) experience and maturity of students, reflected in the demographics; and 4) effect of students on each other whether at the home site or the distance classroom.…”

Section: Table 3 Students' Perceptions Of This Synchronous Distance mentioning

confidence: 99%

“…5,6 Studies have found that students acclimate to the educational delivery method to which they are accustomed, and the overall success and satisfaction of SDE students have been found to be similar to their counterparts in traditional settings. [7][8][9][10] Studies by Olmsted and by Gadbury-Amyot et al found no significant difference in student outcomes when using different forms of distance education whether in SDE, face-to-face, or hybrid online classes. [11][12][13] The aims of our study were to aid educators in understanding student concerns, determine whether face-to face SDE was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program matured.…”

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confidence: 99%

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Assessing Student Satisfaction with Face‐to‐Face Synchronous Distance Education in a Dental Hygiene Program

Libby

Boyd

Perry

et al. 2017

Journal of Dental Education

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As universities and colleges seek to reach more students in efficient ways, the use of synchronous distance education (SDE) can be an alternative to traditional classrooms. This study focused on face-to-face SDE, in which classrooms equipped with interactive synchronous technologies allow students in both classrooms and the professor to synchronously see and hear one another. The aims of the study were to aid educators in understanding student concerns, determine whether face-to face SDE was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program matured. This mixedmethods study utilized a convenience sample of two cohorts of dental hygiene students (n=122) in one program: Cohort 1, which graduated in 2014 as the first class to experience face-to-face SDE; and Cohort 2, which graduated in 2015. The response rate for the two cohorts was 95%. Perceptions of face-to-face SDE versus traditional classroom experiences and characteristics of faceto-face SDE were measured using pre-and post-program surveys. The results showed no difference in student perceptions and expectations pre-course vs. post-course, although Cohort 2 had a more positive perception of SDE than did Cohort 1 (p<0.001). Perceptions of characteristics related to the classroom setting and instructor satisfaction were overall positive (p<0.001). The qualitative data suggested that technological support and faculty familiarity with SDE were substantial influences on students' satisfaction. Overall, there was no significant difference in satisfaction with face-to-face SDE when students compared it to their previous classroom experiences.Ms.

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To ITV or Not to ITV: A Comparison of Hybrid and Web-enhanced Approaches to Teaching a Macro-course in Human Behavior in the Social Environment

Cited by 9 publications

References 10 publications

Testing the Efficacy of MyPsychLab to Replace Traditional Instruction in a Hybrid Course

Testing the Efficacy of MyPsychLab to Replace Traditional Instruction in a Hybrid Course

Blended learning in large enrolment courses: Student perceptions across four different instructional models

Assessing Student Satisfaction with Face‐to‐Face Synchronous Distance Education in a Dental Hygiene Program

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