Stephanie Babb, Cynthia Stewart & Ruth Johnson, JOLT
Students enrolled in a hybrid course reported their satisfaction with course design and delivery and their perceived academic performance. Students’ perceptions of both satisfaction and performance were predicted using the benchmarks created for evaluating distance education (Chickering & Gamson, 1987). Specifically, students’ perceptions of performance and satisfaction were predicted by course design and delivery, especially active learning, student-student interaction, professor feedback, and communication of high expectations for students. The current study demonstrates that applying the benchmarks to hybrid course design and delivery positively affects students’ satisfaction and performance.
http://jolt.merlot.org/vol6no4/babb_1210.htm
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