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首页> 外文学位 >Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning.
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Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning.

机译：四年制公立大学研究生面对面，在线和混合学习环境中的不同教学方法的态度。

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摘要

This study compared graduate student attitudes toward different instructional approaches within online, blended, and face-to-face courses in a public institution of higher learning. The participants completed an online survey questionnaire that was designed by the researcher using 4 learning theories in education: behavioral, cognitive, constructivism, and humanistic (Merriam, Caffarella, & Baumgartner, 2007) approaches toward teaching and learning. There were 210 total responses from graduate students enrolled during 2013 spring semester. There were more female (71.4%) than male (28.6%) students who responded.;Previous studies have compared face-to-face (F2F) and online methods of instructions and have shown mixed results. Whereas some studies have shown F2F instructional methods as favorable to students, others found no differences between F2F and online methods. This study was guided by 4 research questions. Analysis of variance (ANOVA) and t test statistical procedures were used to analyze the data.;The findings of this study showed significant differences in students' preference in instructional methods and in instructional approaches (behavioral, humanistic, cognitive, and constructivist). The study found that full-time graduate students tended to prefer F2F instructional methods, while part-time students preferred online methods. Additionally younger students (≤ 35 years) reported stronger preference for F2F methods of instruction than older students (≥ 36 years) in cognitive and constructivist instructional approaches with no significant differences by age for behavioral and humanistic instructional approaches.
机译：这项研究比较了研究生对公立高等教育机构在线课程，混合课程和面对面课程中不同教学方法的态度。参与者完成了一项由研究人员设计的在线调查问卷，该调查问卷使用了4种学习理论进行教育：行为，认知，建构主义和人本主义（Merriam，Caffarella和Baumgartner，2007年）进行教学。在2013年春季学期，共有210名来自研究生的学生对此进行了回应。回答的女生中，女生（71.4％）比男生（28.6％）多。；先前的研究已经比较了面对面（F2F）和在线教学的方法，并且显示出不同的结果。尽管一些研究表明F2F教学方法对学生有利，但其他研究发现F2F与在线方法之间没有差异。本研究以4个研究问题为指导。方差分析（ANOVA）和t检验统计程序用于分析数据。本研究的结果表明，学生在教学方法和教学方法（行为，人文，认知和建构主义）方面的偏好存在显着差异。研究发现，全日制研究生倾向于F2F教学方法，而非全日制研究生则倾向于在线方法。此外，在认知和建构主义教学方法中，年轻学生（≤35岁）比F36F年龄较大的学生（≥36岁）更偏爱F2F教学方法，行为和人文主义教学方法在年龄上没有显着差异。

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  • 作者

    Rotich, Philip.;

  • 作者单位

    East Tennessee State University.;

  • 授予单位 East Tennessee State University.;
  • 学科 Education Leadership.;Education Curriculum and Instruction.;Education Higher.;Education Technology of.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 115 p.
  • 总页数 115
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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