Blended Eduction in Food and Health (Home Economics): Do We Need Campus?

Autor/inn/en	Ask, Anne S.; Røed, Margrethe; Omholt, Mona L.; Aarek, Ingebjørg
Titel	Blended Eduction in Food and Health (Home Economics): Do We Need Campus?
Quelle	In: Journal of the International Society for Teacher Education, 21 (2017) 1, S.24-32 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-5968
Schlagwörter	Blended Learning; Educational Technology; Technology Uses in Education; Foods Instruction; Health Education; Teaching Methods; Questionnaires; College Students; Student Satisfaction; Interviews; Student Evaluation; Conventional Instruction; Online Courses; Comparative Analysis; Home Economics; Statistical Analysis; Likert Scales; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lebensmittelkunde; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Collegestudent; Interviewing; Interviewtechnik; Schulnote; Studentische Bewertung; Online course; Online-Kurs; Hauswirtschaft; Hauswirtschaftslehre; Statistische Analyse; Likert-Skala; Ausland; Norwegen
Abstract	Blended education, or on-line education in combination with face-to-face education, is becoming more relevant in postsecondary education. The University of Agder offers blended education in food and health. In this study, we explored the advantages and disadvantages of providing blended education in food and health compared to providing oncampus education. The study focused on differences in student satisfaction for practical and theoretical education, as well as ICT and administrative support. Questionnaires were sent to students enrolled in two blended food and health education courses and to students enrolled in two on-campus courses. In-depth interviews were conducted with randomly selected students. Student evaluations and final reports for the different groups were studied. The findings indicated that both groups had high satisfaction scores for the theoretical and practical lectures. Students in blended learning courses indicated higher satisfaction for theoretical lectures and ICT and administrative support, but not for practical skills teaching. (As Provided).
Anmerkungen	International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01