Student Behaviors in a Blended Synchronous Course
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| Title: | Student Behaviors in a Blended Synchronous Course |
|---|---|
| Language: | English |
| Authors: | Samson, Perry J. (ORCID |
| Source: | Journal of Geoscience Education. 2020 68(4):324-333. |
| Availability: | Routledge. 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 |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Blended Learning, Synchronous Communication, Educational Technology, College Students, Distance Education, Student Attitudes, Attendance, Barriers, Grades (Scholastic), Grade Point Average, Preferences, At Risk Students, Student Participation, Weather, Student Behavior |
| Geographic Terms: | Michigan |
| DOI: | 10.1080/10899995.2020.1768002 |
| ISSN: | 1089-9995 |
| Abstract: | In the quest for broader participation in higher education, blended synchronous courses are offered as a way to support nontraditional as well as traditional students. While students appreciate the option of participating either face-to-face (F2F) or remotely (RMT), questions remain whether RMT students are as engaged and learning at the same rate as students participating F2F. A survey course on extreme weather has been offered in a blended synchronous format for multiple semesters. The course was live-streamed, and students could freely decide whether to attend F2F or RMT on a class-by-class basis. Technology allowed all students to answer formative assessment questions and ask questions during class sessions. The pros for offering the blended synchronous environment were found to be: (1) it was very popular with students and (2) the rate of attendance (~85% daily) was considered significantly higher than the daily attendance rates in previous semesters. The cons for the blended synchronous environment were that students choosing the remote mode of participation did not appear to be as attentive and their exam grades were lower. More troubling, it appears that students who had lower incoming grade point averages (iGPA) tended to prefer participating remotely, which may represent that these students used the option to avoid a deeper commitment to engagement. Significantly, it was also found that students with lower iGPA who chose to participate in class activities at a higher frequency and choosing to more frequently attend class physically, received grades similar to higher iGPA students. While blended learning increases options for student participation it will be important to monitor how its availability affects student participation and learning and especially those students who have been previously less successful academically. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1271438 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1271438 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Student Behaviors in a Blended Synchronous Course – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Samson%2C+Perry+J%2E%22">Samson, Perry J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8509-3300">0000-0002-8509-3300</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Geoscience+Education%22"><i>Journal of Geoscience Education</i></searchLink>. 2020 68(4):324-333. – Name: Avail Label: Availability Group: Avail Data: Routledge. 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 10 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Weather%22">Weather</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/10899995.2020.1768002 – Name: ISSN Label: ISSN Group: ISSN Data: 1089-9995 – Name: Abstract Label: Abstract Group: Ab Data: In the quest for broader participation in higher education, blended synchronous courses are offered as a way to support nontraditional as well as traditional students. While students appreciate the option of participating either face-to-face (F2F) or remotely (RMT), questions remain whether RMT students are as engaged and learning at the same rate as students participating F2F. A survey course on extreme weather has been offered in a blended synchronous format for multiple semesters. The course was live-streamed, and students could freely decide whether to attend F2F or RMT on a class-by-class basis. Technology allowed all students to answer formative assessment questions and ask questions during class sessions. The pros for offering the blended synchronous environment were found to be: (1) it was very popular with students and (2) the rate of attendance (~85% daily) was considered significantly higher than the daily attendance rates in previous semesters. The cons for the blended synchronous environment were that students choosing the remote mode of participation did not appear to be as attentive and their exam grades were lower. More troubling, it appears that students who had lower incoming grade point averages (iGPA) tended to prefer participating remotely, which may represent that these students used the option to avoid a deeper commitment to engagement. Significantly, it was also found that students with lower iGPA who chose to participate in class activities at a higher frequency and choosing to more frequently attend class physically, received grades similar to higher iGPA students. While blended learning increases options for student participation it will be important to monitor how its availability affects student participation and learning and especially those students who have been previously less successful academically. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1271438 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1271438 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10899995.2020.1768002 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 324 Subjects: – SubjectFull: Blended Learning Type: general – SubjectFull: Synchronous Communication Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: College Students Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Attendance Type: general – SubjectFull: Barriers Type: general – SubjectFull: Grades (Scholastic) Type: general – SubjectFull: Grade Point Average Type: general – SubjectFull: Preferences Type: general – SubjectFull: At Risk Students Type: general – SubjectFull: Student Participation Type: general – SubjectFull: Weather Type: general – SubjectFull: Student Behavior Type: general – SubjectFull: Michigan Type: general Titles: – TitleFull: Student Behaviors in a Blended Synchronous Course Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Samson, Perry J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1089-9995 Numbering: – Type: volume Value: 68 – Type: issue Value: 4 Titles: – TitleFull: Journal of Geoscience Education Type: main |
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