Work

Student Interaction with Content in Online and Hybrid Courses: Leading Horses to the Proverbial Water

Year: 2013

Type: article

Abstract: Permutations of traditional and online learning are rapidly advancing along a blended continuum, prompting conjecture that learning and e-learning will soon be indistinguishable.As variations of blended learning evolve, educators worldwide must develop better understanding of how effective interaction with course content impacts engagement and learning.This study compares patterns of access to instructional content in online and hybrid courses offered at a regional university in the United States.Frequency counts and access rates were examined for course content in four categories: core materials, direct support, indirect support, and ancillary materials.Observed results were echoed in responses to a survey of students, who reported selectively accessing course content based upon perceived likelihood of positive impact on performance.Implications for course design are myriad.

Source: Informing Science The International Journal of an Emerging Transdiscipline

DOI: 10.28945/1779

Authors: Meg Coffin Murray, Jorge Pérez, Debra Geist, Alison Hedrick

Institution: Kennesaw State University

Language: English

Topic: Online and Blended Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W2125709102