Bibliographic Details
| Title: |
Self-Regulation and 'Time off ': Evaluations and Reflections on the Development of a Blended Course |
| Language: |
English |
| Authors: |
Spadafora, Natalie, Marini, Zopito |
| Source: |
Canadian Journal for the Scholarship of Teaching and Learning. Apr 2018 9(1). |
| Availability: |
University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2018 |
| Document Type: |
Journal Articles
Reports - Research |
| Education Level: |
Higher Education |
| Descriptors: |
Blended Learning, Educational Technology, Technology Uses in Education, Teaching Methods, Undergraduate Students, Student Attitudes, Instructional Effectiveness, Barriers, Self Management, Student Experience, Likert Scales, Statistical Analysis, Curriculum, Interviews |
| ISSN: |
1918-2902 |
| Abstract: |
Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n = 109) in a fourth-year capstone course participated in this study. We report on the students' perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students' social and academic experiences as they navigate learning in a digital world. |
| Abstractor: |
As Provided |
| Number of References: |
23 |
| Entry Date: |
2018 |
| Accession Number: |
EJ1176375 |
| Database: |
ERIC |
