FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W225431176> ?p ?o ?g. }

• W225431176 startingPage "15" @default.
• W225431176 abstract "Abstract A new method in higher is the hybrid course-one that uses both web based and face to face teaching methods. This study provides data to help developmental educators decide what a good balance between online and in-class activities might be. We explored whether making outside class access to online practice quizzes contingent on course performance helps students be successful. Our data suggests that instructors should give students options but that having contingencies for accessing practice quizzes is effective. We recommend ways that developmental educators can structure their hybrid courses to help students succeed. Computers have been integrated into college teaching for several decades but early predictions that they were unlikely to replace traditional methods (Daniel, 1985) have generally proved correct. Several years ago, Brothen (1998) pointed out that much of college teaching was dominated by an ancient paradigm that involved instructors presenting information to students-primarily through lectures. He also pointed out that computer technology is often merely used to present information to students-thus reinforcing passivity in them. Brothen recommended that developmental educators break out of this presentational paradigm to transform developmental in ways to help their students become independent, successful learners. In the new paradigm, computer technology would be used to give students opportunities to practice their developing skills and get feedback on their progress towards mastery (cf. Bloom, 1976). Twigg (1994a, 1994b, 1994c) made similar recommendations for higher in general. She called for a new national learning infrastructure in which students would be freed from the rigid time constraints of the traditional academic term to learn more independently and work to test and enhance their learning with each other in cooperative learning communities. Twigg challenged educators to develop a clear vision of what higher should accomplish in the field of technology-mediated learning and escape Skinner's (1984) pessimistic assessment of as hopelessly teacher-centered with students expected to develop in lockstep and instructors held prisoner by the traditional lecture method. The increasing availability and sophistication of online course management systems (CMSs) hold out hope of meeting the goals proposed by Brothen (1998) and Twigg (1994a, 1994b, 1994c). For example, WebCT, one of the most widely used CMSs, advertises on its website (webct.com) that Thousands of colleges and universities in more than 70 countries worldwide [use] WebCT. Research and writing about online CMSs and facilities in which to deliver them has become a truly international endeavor (e.g., Abdelraheem, 2003; Ukigai & Miida, 2000). In addition, rather than using CMSs to deliver only distance courses, more than three quarters of faculty members use them in face to face courses (Morgan, 2003). The term for this development in higher is the hybrid course, a model that uses both web based and face to face teaching methods (Garnham & Kaleta, 2002). This technique is not particularly new (c.f, Brothen, 1992), but to date has not generated a great deal of published research by developmental educators. For example, a search using the Wilson Web search engine for with the keywords hybrid, developmental, and education yielded one article pertaining to developmental education. In that article, Kinney & Robertson (2003) suggested ways that computer technology can be effective with developmental students, including hybrid methods, but did not directly address the issues instructors face in deciding how to deliver hybrid courses. Developmental educators need to know what kinds of activities should be delivered online and what the balance between online and in-class activities should be. Fortunately, discussion of this issue seems to be increasing; four sessions at the 2005 College Reading and Learning Association conference listed hybrid methods as their subject matter. …" @default.
• W225431176 created "2016-06-24" @default.
• W225431176 creator A5087326888 @default.
• W225431176 creator A5087625495 @default.
• W225431176 date "2007-04-01" @default.
• W225431176 modified "2023-09-28" @default.
• W225431176 title "Internet vs. Classroom Access in a Hybrid Psychology Course for Developmental Students" @default.
• W225431176 hasPublicationYear "2007" @default.
• W225431176 type Work @default.
• W225431176 sameAs 225431176 @default.
• W225431176 citedByCount "3" @default.
• W225431176 countsByYear W2254311762017 @default.
• W225431176 crossrefType "journal-article" @default.
• W225431176 hasAuthorship W225431176A5087326888 @default.
• W225431176 hasAuthorship W225431176A5087625495 @default.
• W225431176 hasConcept C110875604 @default.
• W225431176 hasConcept C12338191 @default.
• W225431176 hasConcept C136764020 @default.
• W225431176 hasConcept C145420912 @default.
• W225431176 hasConcept C154945302 @default.
• W225431176 hasConcept C15744967 @default.
• W225431176 hasConcept C19417346 @default.
• W225431176 hasConcept C2777212361 @default.
• W225431176 hasConcept C41008148 @default.
• W225431176 hasConceptScore W225431176C110875604 @default.
• W225431176 hasConceptScore W225431176C12338191 @default.
• W225431176 hasConceptScore W225431176C136764020 @default.
• W225431176 hasConceptScore W225431176C145420912 @default.
• W225431176 hasConceptScore W225431176C154945302 @default.
• W225431176 hasConceptScore W225431176C15744967 @default.
• W225431176 hasConceptScore W225431176C19417346 @default.
• W225431176 hasConceptScore W225431176C2777212361 @default.
• W225431176 hasConceptScore W225431176C41008148 @default.
• W225431176 hasIssue "2" @default.
• W225431176 hasLocation W2254311761 @default.
• W225431176 hasOpenAccess W225431176 @default.
• W225431176 hasPrimaryLocation W2254311761 @default.
• W225431176 hasRelatedWork W105653345 @default.
• W225431176 hasRelatedWork W124269396 @default.
• W225431176 hasRelatedWork W1444472945 @default.
• W225431176 hasRelatedWork W1491572421 @default.
• W225431176 hasRelatedWork W1561862861 @default.
• W225431176 hasRelatedWork W1566209156 @default.
• W225431176 hasRelatedWork W1570494457 @default.
• W225431176 hasRelatedWork W1846192462 @default.
• W225431176 hasRelatedWork W2111100653 @default.
• W225431176 hasRelatedWork W2598762931 @default.
• W225431176 hasRelatedWork W2992366770 @default.
• W225431176 hasRelatedWork W2992428926 @default.
• W225431176 hasRelatedWork W301648185 @default.
• W225431176 hasRelatedWork W311765062 @default.
• W225431176 hasRelatedWork W3207010953 @default.
• W225431176 hasRelatedWork W340501959 @default.
• W225431176 hasRelatedWork W42851664 @default.
• W225431176 hasRelatedWork W437488893 @default.
• W225431176 hasRelatedWork W66523147 @default.
• W225431176 hasRelatedWork W748705218 @default.
• W225431176 hasVolume "23" @default.
• W225431176 isParatext "false" @default.
• W225431176 isRetracted "false" @default.
• W225431176 magId "225431176" @default.
• W225431176 workType "article" @default.