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ERIC Number: EJ1172827
Record Type: Journal
Publication Date: 2018
Pages: 30
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1051-1970
Using the Blended Learning Approach in a Quantitative Literacy Course
Botts, Ryan T.; Carter, Lori; Crockett, Catherine
PRIMUS, v28 n3 p236-265 2018
The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the results of an exploratory study that compares student learning outcomes and student attitudes over several semesters of blended versus traditional delivery in the upper-division quantitative literacy course at Point Loma Nazarene University.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (San Diego)