Flipped Classrooms in the Humanities: Findings from a Quasi-Experimental Study

This quasi-experimental study explored the effects of flipping the classroom on perceptions of students in humanities settings. This control-matched study examined the effects of the flipped classroom on seven subscales from a satisfaction inventory. Out of 130 students, n = 62 (47.7%) completed the study. Flipped classes reported a more ideal classroom environment on Innovation and Individualization (p \u3c .001). Additionally, flipping provides instructors more time to focus on deeper learning strategies than traditional courses

Comparison of Course Completion and Student Performance through Online and Traditional Courses

Enrollment in online courses has outpaced overall university enrollment for the past several years. The growth of online courses does not appear to be slowing. The purpose of this study was to compare course completion and student academic performance between online and traditional courses. Archival data from the host university student records system was collected using the Structured Query Language. Descriptive statistics were used to analyze student characteristics. Chi-square analysis was used to determine if statistically significant differences existed between students enrolled in online and traditional courses when comparing course completion and academic performance. Analysis found statistically significant differences existed in both course completion and academic performance for students enrolled in online versus traditional courses. Additional analysis indicated statistically significant differences existed in course completion by course discipline

A Pick ‘n’ Mix Programme Can Be An Incoherent One

Moocs and student choice are welcome, but traditional courses offer proven pathways to the summit of knowledge, argues Alan Ruby

The Potential of the Hybrid Course Vis-a-Vis Online and Traditional Courses

Face-to-face, hybrid, and online courses are part of the panoply of course options available to students and teachers in the twenty-first century. This essay tackles the promise of hybrid courses for enhancing student learning in seminary contexts. The author contends that the introduction of hybrid instruction prompts faculty to revisit questions about pedagogy and improves student learning

DISTANCE LEARNING OR TRADITIONAL CLASSROOM LEARNING PREFERENCE AMONGST GRADUATE LEVEL COLLEGE STUDENTS: A CASE STUDY

This research is a case study of distance learning performed at Georgia College & State University in the fall of 2004. In this study a survey was given to 16 students that were currently taking a masters accounting course via the distance learning format. The survey included questions that would help determine if graduate students preferred traditional courses to distance learning courses. The results indicated that students do prefer traditional courses and that there is no significant difference between the learning format preferred between males and females. Further results suggest instructor effectiveness with technology and may warrant to further research in instructor capabilities, knowledge, and professional development of distance learning technology. Also suggested is further research to determine the attitudes towards online courses