Supporting Student Initiative and Learner-Created Content In Blended Courses
Pentti Hietala, University of Tampere, Finland
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Does giving learners more choice and freedom lead to better grades and higher participation in Web courses? In this paper we study these questions in connection to a blended learning seminar course. We provide analysis of longitudinal course data from seven years including 130 students. It seems that those students who have chosen their own seminar topic (as opposed to those accepting topics given by the teacher) get invariably better grades in each year during the entire seven-year period, and are more active in the Web discussions. Preliminary content analysis of Web discussions reveals that also their moderator postings contain more moderating acts, can be classified as more social, and are longer as well as more informative. Previous grades influence the success, however, in the Web discussions, an own topic seems to boost more those with poorer previous course grades.
Hietala, P. (2010). Supporting Student Initiative and Learner-Created Content In Blended Courses. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2399-2406). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)