文章基本信息

标题：Blended learning? Design and evaluation of a level 3 undergraduate fluvial geomorphology course
其他标题：Blended learning? Design and evaluation of a level 3 undergraduate fluvial geomorphology course
本地全文：下载
作者：Tim Stott ; David Huddart
期刊名称：Higher Education Pedagogies
电子版ISSN：2375-2696
出版年度：2005
卷号：15
期号：1
页码：20-25
DOI：10.11120/plan.2005.00150020
出版社：Taylor and Francis Ltd
摘要：This report describes the development, use and evaluation of a blended learning approach to delivery of Glacial and Fluvial Processes, a level 3 undergraduate module at Liverpool JMU. Students have responded positively to the introduction of new e-Learning resources (a specially designed web resource supported by funding from the FILTER project, Blackboard VLE) and a reading file of key journal papers. Although statistically insignificant due to the small sample size, the overall time spent on using module resources (web site, Blackboard VLE and reading file) correlates more highly with mean examination score than either lecture attendance or time spent reading journal papers only. Time spent reading journal papers correlates better with the percentage scored in an essay.Both mean module mark and mean examination score were the highest for the four years that this module has been delivered, though the mean essay score was not. This evaluation far from proves that ‘blended learning’ improves examination performance as the analyses are hampered by the small sample size, but it does raise enough questions to warrant further investigation.