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Journal of Instructional Pedagogies, v10 Apr 2013

The research in this study answers the following questions: (1) What are students' preconceived and informed expectations regarding hybrid learning? (2) How satisfied are students with the hybrid course? (3) What factors are related to satisfaction with this hybrid course? Secondary research was conducted and primary data was collected in the form of survey responses from 44 students that were enrolled in an upper level marketing course that was modified and transitioned into a hybrid learning format. Students were given three surveys; the first was a pre-course survey that focused on "preconceived expectations" and was given before the students were made aware of the hybrid delivery format, the second focused on "informed expectations" and was given after students were informed about the hybrid format for the course and had reviewed the syllabus, the third survey was given at the end of the course and measured perceived performance. T-tests were run to test for significant differences between preconceived and informed expectations; the results showed significant difference for 11 expectation items. Twenty-one expectation items were found to have significant correlation with satisfaction.

Descriptors: Expectation, Student Satisfaction, Blended Learning, Student Surveys, Business Administration Education, Influences, Statistical Analysis, Correlation, Undergraduate Students, Likert Scales

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Autor: Pinto, Mary Beth; Anderson, Wayne

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=815&id=EJ1097169







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