A Blended Learning Lecture Delivery Model for Large and Diverse Undergraduate Cohorts

Autor/inn/en	McKenzie, Wendy A.; Perini, Eloise; Rohlf, Vanessa; Toukhsati, Samia; Conduit, Russell; Sanson, Gordon
Titel	A Blended Learning Lecture Delivery Model for Large and Diverse Undergraduate Cohorts
Quelle	In: Computers & Education, 64 (2013), S.116-126 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2013.01.009
Schlagwörter	Learner Engagement; Tests; Psychology; Blended Learning; Lecture Method; Formative Evaluation; Higher Education; Models; Undergraduate Students; Multiple Regression Analysis; Scores; Summative Evaluation + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell
Abstract	A blended learning model was developed to enhance lecture delivery in a large, diverse introductory psychology unit, introducing the use of an online, personalized learning system for lecture preparation and using lecture time to extend students' understanding. Changes to the assessment included diagnostic, formative and summative online quizzes. Using hierarchical multiple regression to account for the variance associated with prior achievement and background knowledge, the results show that students who completed the online formative assessments had significantly higher scores on summative assessment tasks, and that scores were even higher for students who used these resources repeatedly. Changes to future implementations of the model are suggested to improve student engagement in formative assessment, and to facilitate lecturer's use of reports on student progress to focus and improve the quality of discussion in the face-to-face lectures. (Contains 6 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10