Comparing Effectiveness of Traditional versus Blended Teaching Methods: Efforts to Meet the Demands of Students in a Blend 2.0 PROCEEDINGS
Sara Dixon, Matthew Osment, St. Edward's University, United States ; Stefanie Panke, Knowledge Media Research Center, Germany
EdMedia: World Conference on Educational Media and Technology, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract: The current state of research on blended learning can be summarized as “blended is better than virtual and not worse than face-to-face teaching”. There are few attempts to define the conditions under which a blended learning setting will enhance or hinder the students’ learning process. This paper presents a comparative evaluation of a blended learning course design and a traditional classroom design in a campus-based university setting. Results indicate that contrary to what is typically expected, both pedagogical methods yield very similar results. Findings from this investigation can better inform academe and lead to recommendations for a state of the art “blend 2.0.”
Dixon, S., Osment, M. & Panke, S. (2009). Comparing Effectiveness of Traditional versus Blended Teaching Methods: Efforts to Meet the Demands of Students in a Blend 2.0. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2765-2774). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2017 from https://www.learntechlib.org/p/31874/.
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