| Autor: |
Claire V. Harper, Lucy M. McCormick, Linda Marron |
| Jazyk: |
angličtina |
| Rok vydání: |
2024 |
| Předmět: |
|
| Zdroj: |
International Journal of Educational Technology in Higher Education, Vol 21, Iss 1, Pp 1-16 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
2365-9440 |
| DOI: |
10.1186/s41239-023-00435-0 |
| Popis: |
Abstract The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018–2019 and 2020–2021. The academic year 2018–2019 was delivered in the traditional face-to-face manner whereas the 2020–2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p 0.05, T-test) and the remaining two modules were positively affected (p |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
Full text from SpringerLink