The team found that “blending” online courses and weekly class meetings characterized by “facilitated bidirectional information flow”, i.e., an emphasis on conversations , especially among students (peer learning) improved academic achievement. Fewer students withdrew from the class and 95%+ earned course grades C- or higher (compared with 82% in the traditional lecture and 81% in the online course version of the class.)
Interestingly, students enrolled in the blended format also reported less anxiety at the end of the semester. Source: Rogers et alia (2018)
2 Comments
Shivashankarappa Guddad
7/4/2018 06:00:39 pm
Good article. It would be beneficial if greater details are provided such that teaching-learning & evaluation can bettered.
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PsychAstar
7/4/2018 06:51:42 pm
Thank you for your comment! You are absolutely right. We usually try to provide as much detail as possible, but in this particular case the article hasn't been published yet--the results have just been communicated at the APS institute earlier this month. Regards,
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