Hide/Show Apps

Effectiveness of hybrid instruction on certain cognitive and affective learning outcomes in a computer networks course

Download
2004
Delialioğlu, Ömer
This study examined the effectiveness of a hybrid instruction in terms of students̕ achievement, knowledge retention, and attitudes towards course content and course satisfaction. An in-depth analysis was done to understand students̕ perceptions about the effective domains of interactive learning, which included pedagogical philosophy, learning theory, goal orientation, task orientation, source of motivation, teacher role, metacognitive support, collaborative learning, and structural flexibility of a hybrid course. In this study quantitative and qualitative research methodologies were used in conjunction. Experimental study was carried out to understand if there is a significant difference between the hybrid course and the traditional course in terms of students̕ achievement, retention, satisfaction, and attitude. Qualitative analysis was done to understand students̕ perceptions about the effective dimensions of interactive learning. The subjects of this study were 50 students in a أComputer Networks and Communicationؤ course, offered by the Computer Education and Instructional Technologies Department of METU. The control and experimental groups consisted of 24 and 26 students respectively. The students in the experimental group were interviewed one on one at the end of the treatment. The quantitative findings of the study indicated no significant difference between the hybrid course and the traditional course in terms of students̕ achievement, retention, satisfaction, and attitude. The qualitative findings of this study showed that the amount of information supplied in the course web-site, need for metacognitive support, authentic learning activities and collaboration, type and source of motivation, individualized learning and access to internet played important roles in students̕ learning in the hybrid course.