Online learning versus blended learning: an exploratory study

A. Cross, B. Ashok, S. Bala, Edward Cutrell, Naren Datha, Rahul Kumar, Viraj Kumar, P. Madhusudan, Siddharth Prakash, S. Rajamani, Satish Sangameswaran, Deepika Sharma, W. Thies
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引用次数: 5

Abstract

Due to the recent emergence of massive open online courses (MOOCs), students and teachers are gaining unprecedented access to high-quality educational content. However, many questions remain on how best to utilize that content in a classroom environment. In this small-scale, exploratory study, we compared two ways of using a recorded video lecture. In the online learning condition, students viewed the video on a personal computer, and also viewed a follow-up tutorial (a quiz review) on the computer. In the blended learning condition, students viewed the video as a group in a classroom, and received the follow-up tutorial from a live lecturer. We randomly assigned 102 students to these conditions, and assessed learning outcomes via a series of quizzes. While we saw significant learning gains after each session conducted, we did not observe any significant differences between the online and blended learning groups. We discuss these findings as well as areas for future work.
在线学习与混合学习:一项探索性研究
由于最近大规模在线开放课程(mooc)的出现,学生和教师获得了前所未有的高质量教育内容。然而,如何在课堂环境中最好地利用这些内容仍然存在许多问题。在这个小规模的探索性研究中,我们比较了两种使用录制视频讲座的方法。在在线学习条件下,学生在个人电脑上观看视频,并在电脑上观看后续教程(测验复习)。在混合学习条件下,学生们在教室里作为一个小组观看视频,并接受现场讲师的后续指导。我们将102名学生随机分配到这些环境中,并通过一系列测验评估学习结果。虽然我们在每次学习后都看到了显著的学习成果,但我们没有观察到在线学习组和混合学习组之间有任何显著差异。我们讨论了这些发现以及未来工作的领域。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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