A blended approach : persistence and resiliency in higher Ed
| [Abstract] | |
| Type | Article |
| Document no. | 118277 |
| Author | Penland, Jennifer L. Doctorat, Education, Shepherd University, USA. |
| Pages | pp.43-50 |
| Host Item Entry |
Journal of Teaching and Teacher Education. . Vol. 3, no. 1, 2015
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| Electronic Location |
Full text (PDF)
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| Descriptors | Educational technology - Adult learning - Undergraduate students - Graduates - Surveys - Higher education |
| Language of document | English |
| Country | Bahrain |
This study examines changes that have occurred recently in the distance education arena and the impact on higher education institutions. Data were gathered from 164 individual participants enrolled in education courses at a small, liberal arts institution during the spring 2013, fall 2013 and spring 2014 semesters. Using an end of course survey, ten questions were distributed to both undergraduate and graduate students focusing on the following areas: when students learn, why students learn and how students learn. Findings suggested; (1) increased enrollment in distance education courses, (2) courses allow for flexible schedules (3) better communication with instructor and (4) more meaningful learning overall for students. (Published Abstract)
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| Penland, Jennifer L.. (2015). A blended approach : persistence and resiliency in higher Ed. Journal of Teaching and Teacher Education. Vol. 3, no. 1, 2015. pp.43-50 Retrieved from search.shamaa.org |