A blended model: simultaneously teaching a quantitative course traditionally, online, and remotely

As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered onlin...

Full description

Saved in:
Bibliographic Details
Published in:Interactive learning environments 2016-01, Vol.24 (1), p.224-238
Main Authors: Lightner, Constance A., Lightner-Laws, Carin A.
Format: Article
Language:English
Subjects:
Achievement Gap
Asynchronous Communication
blended course
Blended Learning
Business Schools
CAI
College Students
Colleges & universities
Computer assisted instruction
Conventional Instruction
Delivery Systems
Distance Education
Distance learning
Educational Technology
hybrid course
Hypothesis Testing
Interactive television
Interactive Video
Kolmogorov Smirnov Two Sample Test
Methods Courses
Multiple Regression Analysis
Nontraditional Education
Nontraditional Students
Online Courses
online learning
Performance standards
Student Needs
Students
synchronous and asynchronous learning
Synchronous Communication
Television
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes. In an effort to mitigate these observed differences, the School of Business faculty at the research institution investigated various course models to meet the needs of a diverse, non-traditional, and multifaceted student population. Ultimately, a blended course model for statistics and quantitative method courses was developed that allowed students to choose between online, remote (via interactive television), and traditional course delivery modes each week. This model is more flexible and agile than existing blended courses that have more static components. Multiple regression analysis, χ 2 , and t-tests are used to demonstrate the efficacy of our model in maintaining student performance standards.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2013.841262