Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.
Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.
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DOI：
10.3389/fpsyg.2014.01278
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发表时间：
2014
影响因子：
3.8
通讯作者：
Grieve R
中科院分区：
文献类型：
--
作者：
Kemp N;Grieve R
随着电子通信变得越来越普遍，以及学生在学习、工作和家庭生活中的平衡，许多大学为学生提供更灵活的学习机会。曾经面对面授课的课程经常被在线活动和讨论所取代。然而，很少有研究比较学生在这两种模式下的体验和学习。本研究的目的是比较本科生的偏好，并在学业成绩，课堂材料和评估提出了在线与传统的教室。澳大利亚一所大学的心理学学生（N = 67）完成了两个学术主题的书面练习、课堂讨论和笔试。一个主题的活动是面对面进行的，另一个是在线进行的，两个小组的主题相互平衡。结果表明，学生更喜欢面对面而不是在线完成活动，但在两种模式下，他们的测试成绩没有显着差异。在他们的书面答复中，学生们表示强烈倾向于面对面进行课堂讨论，报告说，他们感到更参与，并收到更多的即时反馈，比在线讨论。一个单独的组（N = 37）的后续研究证实，虽然学生赞赏在自己的时间在网上完成书面活动的方便，他们也强烈倾向于讨论课程内容与同龄人在课堂上，而不是在网上。它的结论是，在线和面对面的活动可以导致类似水平的学习成绩，但学生宁愿做书面活动在线，但亲自参与讨论。课程开发人员可以设计课程结构，使学生既能受益于在线学习的灵活性，又能在面对面讨论中体验到更大的参与度。
As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.
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影响因子：
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