Interactive Online Learning on Campus: Comparing Students' Outcomes in Hybrid and Traditional Courses in the University System of Maryland

Autor/inn/en	Chingos, Matthew M.; Griffiths, Rebecca J.; Mulhern, Christine; Spies, Richard R.
Titel	Interactive Online Learning on Campus: Comparing Students' Outcomes in Hybrid and Traditional Courses in the University System of Maryland
Quelle	In: Journal of Higher Education, 88 (2017) 2, S.210-233 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2016.1244409
Schlagwörter	Electronic Learning; Blended Learning; Online Courses; College Students; Outcomes of Education; Educationally Disadvantaged; Student Satisfaction; Maryland + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Collegestudent; Lernleistung; Schulerfolg
Abstract	Massively open online courses (MOOCs) have received a great deal of attention, but little research exists on how they might fit into the existing system of higher education. We studied the impacts on learning outcomes of hybrid courses redesigned using online materials from MOOCs created on the Coursera platform and digital materials created by the Open Learning Initiative (OLI), relative to existing versions of the same courses. We found that student performance was about the same in both sections, as measured by pass rates and scores on common assessments. This finding held across a variety of disciplines and subgroups of students. We found no evidence supporting the worry that disadvantaged or academically underprepared students were harmed by taking hybrid courses with reduced class time. Despite the similar student outcomes produced by the two course formats, students in the hybrid sections reported considerably lower satisfaction with their experience. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01