Independent student learning aided by computers: an acceptable alternative to lectures?
Computers & Education
Creating Learning-Centered Courses for the World Wide Web
Creating Learning-Centered Courses for the World Wide Web
Hands-on, simulated, and remote laboratories: A comparative literature review
ACM Computing Surveys (CSUR)
Attitudes, beliefs, and attendance in a hybrid course
Computers & Education
Using adaptive e-news to improve undergraduate programming courses with hybrid format
Computers & Education
Podcasting by synchronising PowerPoint and voice: What are the pedagogical benefits?
Computers & Education
An experience report on using collaboration technologies for distance and on-campus learning
Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103
Relations between faculty use of online academic resources and student class attendance
Computers & Education
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We developed a hybrid course format (part online, part face-to-face) to deliver a high-enrollment, introductory environmental biology course to resident (living on or near campus), non-science majors at a large, public university. The hybrid course was structured to include bi-weekly online assignments and weekly meetings in the lecture hall focused on active-learning exercises. To evaluate the effectiveness of the web-based component of the hybrid course, we taught the hybrid course simultaneously with a traditional course in which we used passive lectures to cover material in the online assignments. Both courses received the same active-learning activities in class. Students in the hybrid course reported that the quality of interaction with the instructor was high, that they read the text more often and studied in groups more frequently. Performance on a post-course assessment test indicated that the hybrid course format was better or equivalent to the traditional course. Specifically, online assignments were equivalent to or better than passive lectures, and that active-learning exercises were more effective when coupled with online activities. Performance gains were greater for upperclassmen than for freshmen, indicating that hybrid course formats might be a superior option for upperclassmen when satisfying general science requirements.