2017 Conference Archive
Delivery Format Effectiveness (Traditional, Hybrid, Online) - Student learning and perceptions
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Track
Research Proposal / Teaching with Technology
Abstract
The current project examined the relative effectiveness of onsite and online course delivery in terms of (1) aligned learning assessments, and (2) student perceptions of learning and course content/structure effectiveness. A hybrid formatted course was also included in the comparison. One instructor taught all three sections during the same semester, using the same materials. A research assistant blind to the aims/design of the study, and to participant condition, graded all assessments. Student survey responses remained anonymous to the instructor/experimenter. Results showed equivalent outcomes across groups on learning outcomes, and interesting differences in patterns of student perceptions across presentation formats.
Session Format
Poster Session
Publication Type and Release Option
Event
Recommended Citation
Shyu, Vivian, "Delivery Format Effectiveness (Traditional, Hybrid, Online) - Student learning and perceptions" (2017). SoTL Commons Conference. 33.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/33
Delivery Format Effectiveness (Traditional, Hybrid, Online) - Student learning and perceptions
The current project examined the relative effectiveness of onsite and online course delivery in terms of (1) aligned learning assessments, and (2) student perceptions of learning and course content/structure effectiveness. A hybrid formatted course was also included in the comparison. One instructor taught all three sections during the same semester, using the same materials. A research assistant blind to the aims/design of the study, and to participant condition, graded all assessments. Student survey responses remained anonymous to the instructor/experimenter. Results showed equivalent outcomes across groups on learning outcomes, and interesting differences in patterns of student perceptions across presentation formats.
