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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2007
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED496871 |
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| _version_ | 1867181392651091968 |
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| author | Church, Audrey Reeve, Frances |
| author_facet | Church, Audrey Reeve, Frances Church, Audrey Reeve, Frances |
| collection | Education Resources Information Center |
| contents | A Comparison of Hybrid and Online Instruction in Two School Library Media Graduate Courses: A Preliminary Study Church, Audrey Reeve, Frances Library Education Graduate Study Distance Education Online Courses Pretests Posttests Comparative Analysis Course Evaluation Time on Task Faculty Workload Student Evaluation of Teacher Performance Academic Achievement This study conducted at a small southeastern university compared student learning as measured by pre- and post-tests, faculty time spent, student time spent, and student-completed course evaluations for two graduate level school library media courses offered in both hybrid and fully online formats. Using pre-test scores as covariates to control for any differences in students enrolled in online and hybrid sections of the courses, a univariate analysis of variance was run on post-test scores with format of course (online or hybrid) as the independent variable. Independent samples t-tests were used to compare faculty time spent for format of course, student time spent for format of course, and course evaluations for format of the course. No statistically significant difference was found between online and hybrid for student time spent or for student-completed course evaluations. There was a statistically significant difference, however, for faculty time spent and for student learning, as measured by the course post-test. Further study comparing courses offered in hybrid and fully online formats is recommended. Additional research should involve more faculty members, at different institutions, and across disciplines. Appended are: (1) EDSL 660 and EDSL 670 Posttests, Fall 2005; and (2) Longwood University Student Assessment of Instruction. (Contains 1 table.) |
| format | Recurso educativo Open Access |
| id | eric_ED496871 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2007 |
| record_format | eric |
| spellingShingle | A Comparison of Hybrid and Online Instruction in Two School Library Media Graduate Courses: A Preliminary Study Church, Audrey Reeve, Frances Library Education Graduate Study Distance Education Online Courses Pretests Posttests Comparative Analysis Course Evaluation Time on Task Faculty Workload Student Evaluation of Teacher Performance Academic Achievement A Comparison of Hybrid and Online Instruction in Two School Library Media Graduate Courses: A Preliminary Study Church, Audrey Reeve, Frances Library Education Graduate Study Distance Education Online Courses Pretests Posttests Comparative Analysis Course Evaluation Time on Task Faculty Workload Student Evaluation of Teacher Performance Academic Achievement This study conducted at a small southeastern university compared student learning as measured by pre- and post-tests, faculty time spent, student time spent, and student-completed course evaluations for two graduate level school library media courses offered in both hybrid and fully online formats. Using pre-test scores as covariates to control for any differences in students enrolled in online and hybrid sections of the courses, a univariate analysis of variance was run on post-test scores with format of course (online or hybrid) as the independent variable. Independent samples t-tests were used to compare faculty time spent for format of course, student time spent for format of course, and course evaluations for format of the course. No statistically significant difference was found between online and hybrid for student time spent or for student-completed course evaluations. There was a statistically significant difference, however, for faculty time spent and for student learning, as measured by the course post-test. Further study comparing courses offered in hybrid and fully online formats is recommended. Additional research should involve more faculty members, at different institutions, and across disciplines. Appended are: (1) EDSL 660 and EDSL 670 Posttests, Fall 2005; and (2) Longwood University Student Assessment of Instruction. (Contains 1 table.) |
| title | A Comparison of Hybrid and Online Instruction in Two School Library Media Graduate Courses: A Preliminary Study |
| topic | Library Education Graduate Study Distance Education Online Courses Pretests Posttests Comparative Analysis Course Evaluation Time on Task Faculty Workload Student Evaluation of Teacher Performance Academic Achievement |
| url | https://eric.ed.gov/?id=ED496871 |