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Does online participation matter? A case study of a hybrid theatre arts course

机译：在线参与重要吗？混合戏剧艺术课程的案例研究

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Purpose - To examine whether students have higher retention rates of material when they participate in online quizzes or online alternative student-centered assignments on the material presented in the F2F class. Design/methodology/approach - Reviews the literature; and analyzes data from the implementation of both types of assessment for the online sessions of the course (student-centered and faculty-centered) as correlated with mid-term and final examination scores. Findings - A significant difference was found on both mid-term and final examination scores by participants and non-participants in the assessments. A significant difference was not found in the participation levels in the various assessment types. In addition, a minimal relationship was found between the assessment type and the act of participating in the assessment. The assessment type was not found to have a significant effect, though the participation in the assessment type did have an effect. Research limitations/implications - Only two terms' worth of students, in one course, were examined. The assessments were not analyzed for equivalence in their coverage of the materials. Further research is needed on types of activities and level of participation, types of participation and level of learning, and participation scale grade rather than a yeso method, are correlated. Practical implications - Provides a very useful source of information, guidance, and support for instructors considering the use of online assessments in their hybrid courses. Originality/value - This paper fulfils an identified need in the usage of alternative assessments and offers practical help to faculty teaching a theatre arts hybrid class.
机译：目的-检查学生参加F2F课程中提出的在线测验或以学生为中心的在线替代作业时，材料的保留率是否更高。设计/方法/方法-回顾文献；并分析针对课程在线课程（以学生为中心和以教师为中心）的两种评估类型的实施数据，并将其与期中和期末考试成绩相关联。调查结果-参加者和非参加者在评估的中期和期末考试成绩上均存在显着差异。在各种评估类型的参与水平上未发现显着差异。此外，在评估类型和参与评估的行为之间发现了最小的关系。尽管参与评估类型确实有影响，但未发现评估类型有显着影响。研究的局限性/含义-一门课程仅检查了两个学期的学生。没有对评估的材料覆盖范围进行等效性分析。需要进一步研究活动的类型和参与程度，参与类型和学习程度以及参与规模等级而不是是/否方法。实际意义-为考虑在混合课程中使用在线评估的讲师提供非常有用的信息，指南和支持。原创性/价值-本文满足了使用替代评估的确定需求，并为教师教授戏剧艺术混合课程提供了实际帮助。

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