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Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?
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Chang, Chi-Cheng; Shu, Kuen-Ming; Liang, Chaoyun; Tseng, Ju-Shih; Hsu, Yu-Sheng – International Review of Research in Open and Distance Learning, 2014
The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly…
Descriptors: Blended Learning, Electronic Learning, Achievement Tests, Self Evaluation (Individuals)
Learning in an Introductory Physics MOOC: All Cohorts Learn Equally, Including an On-Campus Class
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Colvin, Kimberly F.; Champaign, John; Liu, Alwina; Zhou, Qian; Fredericks, Colin; Pritchard, David E. – International Review of Research in Open and Distance Learning, 2014
We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also analyzed each week's homework and test questions in…
Descriptors: Physics, Science Instruction, Introductory Courses, Electronic Learning