混合课程的跨学科差异:生物学与传播学研究

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jennifer Louten , Laura Beth Daws
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引用次数: 2

摘要

本研究使用课堂视频来支持面对面的课堂讨论,以解决混合课程中的学科差异。我们的研究结果表明,学科差异存在,学生对讲座视频的感知重要性可能比其他因素对收视率和观众保留率的影响更大,视频消费拖延与考试成绩降低相关。基于对混合课程设计、在线讲座的使用和学生参与的现有研究,我们的研究结果表明,在设计严重依赖在线讲座的混合课程时,教师应该考虑有目的地将在线视频整合到混合课程中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Interdisciplinary differences in hybrid courses: A study in biology & communication

This study addressed disciplinary differences in hybrid courses using lecture videos to support in-person class discussions. Our results suggested that disciplinary differences existed, students' perceived importance of lecture videos may have had a stronger influence on viewership and audience retention rate than other factors, and procrastination of video consumption correlated with lower exam scores. Building on existing research in hybrid course design, the use of online lectures, and student engagement, our findings suggest that purposeful integration of online videos in the hybrid class should be a consideration of faculty members designing hybrid classes with a heavy reliance on online lectures.

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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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