2.2 Evaluation of Student Success in Large Enrollment Blended Learning

Tuesday, 25 January 2011: 1:45 PM
604 (Washington State Convention Center)
Sara T. Strey, University of Illinois at Urbana, Champaign, IL; and D. J. Charlevoix

This research examines the student learning outcomes of a large-enrollment class taught using a blended learning pedagogy at a large, public university. Our primary research question is: Can a blended learning format be implemented in a large-enrollment class such that students become self-directed learners, master course content, and develop personal skills that they would not gain in a traditional lecture course? We also critically explore the course instructor perceptions of the effectiveness of his teaching.

Our research compares learning outcomes for students enrolled in two sections of the same large-enrollment course taught using different pedagogy; one blended learning section and another in a traditional lecture-format. The course sections we examined had enrollments of between 100 and 350 students. Our work is unique in that few studies have focused on blended learning as a viable alternative to traditional lecture format large-enrollment courses at universities, in part because large-enrollment university courses are not naturally conducive to online instruction.

Standard human subjects approval processes were followed. Research methodology includes both quantitative and qualitative methods with student learning assessed through multiple evaluation metrics including a student survey (Participant Perception Indicator [PPI]), a focus group, a group project and final course grades. The presentation will present the highlights of a paper being submitted for publication in fall 2010.

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