NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1140095
Record Type: Journal
Publication Date: 2017-Apr
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0092-055X
EISSN: N/A
"Why Did You Blend My Learning?" A Comparison of Student Success in Lecture and Blended Learning Introduction to Sociology Courses
Luna, Yvonne M.; Winters, Stephanie A.
Teaching Sociology, v45 n2 p116-130 Apr 2017
Introduction to Sociology at a large public university was taught in two separate formats, blended learning and lecture, during the same semester by the first author. While some similarities existed, the distinction was in delivery of course content. Additionally, the blended class had one-third less in-class time that was primarily devoted to active learning. In this quasi-experimental study, the researchers tested differences in learning using grades and pre-posttests. Although there were no statistically significant differences across sections in exams and final grades, the blended class had significantly greater improvement on the overall pre- to posttest. Additionally, students of color and non-first year students in that class had significantly greater improvement on the pre-posttest compared to those subpopulations in the lecture course. The authors conclude that blended learning, employing flipped pedagogy and centered on active learning, may be more effective than lecture, particularly in narrowing the achievement gap between white and non-white students.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Grant or Contract Numbers: N/A