Traditional lecture and online learning course delivery formats tend to flow in one direction only: The instructor delivers content to students. “The blended course structure we utilized facilitated bidirectional information flow<\/strong>, fostering conversations not only between the instructor and students but among the students themselves (peer learning),” said Jennifer Rogers, PhD, first author of the study.<\/p>\n “Greater than 95 percent of students enrolled in the blended course section earned course grades [of] C- or higher, compared with 82 percent in the large lecture sections and 81 percent in the online sections,” Rogers added. Furthermore, students who chose the blended format reported less end-of-semester anxiety than those who studied solely online<\/strong>, suggesting that there might be additional value in face-to-face engagement with faculty.<\/p>\n Rogers, associate professor of instruction at the University of Iowa, will present “Course delivery format, content knowledge and motivation factors in undergraduate human physiology” in a poster session on Wednesday, June 20, at the Madison Concourse Hotel.<\/p>\n<\/div>\n<\/blockquote>\n","protected":false},"excerpt":{"rendered":" From the American Physiological Society press release: Before online learning existed, the traditional lecture format was the only option for college courses. Students who skipped class risked missing out on… Read more »<\/a><\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[319],"tags":[19,12],"_links":{"self":[{"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/posts\/26747"}],"collection":[{"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/comments?post=26747"}],"version-history":[{"count":2,"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/posts\/26747\/revisions"}],"predecessor-version":[{"id":26984,"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/posts\/26747\/revisions\/26984"}],"wp:attachment":[{"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/media?parent=26747"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/categories?post=26747"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/therapytoronto.ca\/news\/wp-json\/wp\/v2\/tags?post=26747"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"\"](\"http:\/\/therapytoronto.ca\/news\/wp-content\/uploads\/2017\/03\/ComputerUser-300x200.jpg\")
Before online learning existed, the traditional lecture format was the only option for college courses. Students who skipped class risked missing out on valuable information presented in-person. Researchers from the University of Iowa found that online content presentation accompanied by weekly interactive class meetings<\/strong> — a “blended” course format — may improve academic achievement in students at risk for failing<\/strong>. In addition, fewer students withdrew from the class when the content was presented in a blended format. The findings will be presented today at the American Physiological Society (APS) Institute on Teaching and Learning in Madison, Wis.<\/p>\n