Online and traditional (blended) delivery on a course: a comparative study
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Kamal, Samia [1]
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[1] Oxford Brookes University
Oxford Brookes University
Oxford District, Reino Unido
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- Localización: Proceedings of the IADIS International Conference WWW/INTERNET 2004: Madrid, Spain, October 6-9, 2004 / coord. por Pedro Isaías, Nitya Karmakar, Vol. 2, 2004 (Short Papers-Posters), ISBN 972-99353-0-0, págs. 811-815
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The three-year comparative study analyses progress made by students (of similar academic aptitude) on the same undergraduate level module delivered via traditional blended and online learning modes. The module was delivered in parallel via the two modes and was made available to all undergraduate first year students. Although the online version was taken by on campus students, the students had no face to face (F2F) contact with the staff. All materials were delivered electronically and communication took place via discussion board, chat sessions and emails. The lecture slides, supporting materials, quizzes, self tests, discussion topics and practical tasks were released weekly at the same time as the lecture and practical took place for the students taking the module onsite. In order to allow easy access to students with basic machines, the course materials for the online module were kept fairly simple. Both groups of students were observed closely in terms of their individual learning styles, course participation, attempting course work, and collaborative projects. The results indicate individual learning styles and their approach to learning have played an important part in achieving a successful outcome. Furthermore, the results reveal that online collaborative projects enhanced student learning. The study concludes by discussing valuable lessons that can be learnt from this project.
