Reduction of Face‐to‐Face Contact Hours in Foundation Research Courses: Impact on Students' Knowledge Gained and Course Satisfaction

Banks, Anne C.; Faul, Anna C.

doi:10.1080/02615470601140500

Cited by 42 publications

(22 citation statements)

References 25 publications

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“…According to Banks and Faul (2007), there was no significant difference in knowledge gained in different instructional delivery modes. Yet research suggests that students have satisfaction in distance education assessments (Sampson, Leonard, & Coleman, 2010Sherman, Crum, , & Beaty, 2010).…”

Section: Student Assessmentmentioning

confidence: 99%

“…In another recent study, other predictors included increased living distance from campus and graduate students as factors for increased online enrollment (Beqiri, Chase, & Bishka, 2010;Muilenberg & Zane, 2005;Pontes et al). Additional documented characteristics influencing online enrollment included: age, family, jobs, and personal schedules (Banks & Faul, 2007;Bickle & Carroll, 2003;Clayton, Blumberg, & Auld, 2010;Muilenberg & Zane, 2005).…”

Section: Student Characteristicsmentioning

confidence: 99%

See 1 more Smart Citation

Comparing Student Engagement in Online and Face-to-Face Instruction in Health and Physical Education Teacher Preparation

Butts¹,

Heidorn²,

Mosier³

2013

JEL

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Purpose: The purpose of this study was to see if there was a significant difference in engagement among undergraduate health and physical education majors when comparing online instruction to traditional lecture format. Method: Participants in this study were 22 undergraduate health and physical education majors enrolled in the summer semester, in a three-hour class. Two sections of the course were offered to the students. One section was delivered online and the other was delivered by traditional lecture in a face-to-face setting. The course curriculum and assignments were identical for the online and face-to-face courses. Analysis: Thirty-four Likert-scaled questions were used to determine student perception of engagement in the course. Difference in responses of the two study groups were examined using the Mann-Whitney Test (p = .05). Results: The results of this study showed no significant difference in 33 of the 34 variables used to measure engagement. Conclusions: It seems clear from this study that students in undergraduate physical education teacher preparation courses can be engaged in course content, whether that content is offered completely online, or in a traditionally-based face-to-face format.

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Section: Student Assessmentmentioning

confidence: 99%

Section: Student Characteristicsmentioning

confidence: 99%

Comparing Student Engagement in Online and Face-to-Face Instruction in Health and Physical Education Teacher Preparation

Butts¹,

Heidorn²,

Mosier³

2013

JEL

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show abstract

“…Blended learning approaches (blending traditional classroom teaching with other approaches to learning, including TAL) have been used successfully to develop, for example, practice competencies in child welfare (Bellefeuille, Martin & Buck, 2005), micro-practice skills (Regan & Youn, 2008), research competence (Banks & Faul, 2007), critical reflection in large classes (Auslander, 2002) and academic competencies in social work students (Van Breda & Nefdt, 2009). These studies suggest that TAL approaches are as effective as face-to-face approaches to teaching.…”

Section: Technology-assisted Learning (Tal)mentioning

confidence: 99%

Academic Support for First-Year Social Work Students in South Africa

Collins

Breda

2014

Social Work

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“…Others have shown that a lack of face-to-face interaction does not affect learning levels. For example, Banks and Faul (2007) found that students who had a reduced number of face-to-face hours in a social work research class reported a knowledge gain equal to that of those in traditional classroom settings. Maidment (2006) proposed that in the "post modern world of virtual reality, it [the online environment] can also be seen to parallel workplace reflective practices, in providing debriefing, peer support and review for students who would otherwise be isolated" (p. 51).…”

Section: Introductionmentioning

confidence: 99%

“…Blended learning, combining both online and traditional approaches within a course or in a complement of courses, has the potential to enhance both the effectiveness and efficiency of meaningful learning experiences (Dziuban, Hartman, & Moskal, 2004;Garrison & Kanuka, 2004). Banks and Faul (2007) have suggested that:…”

Section: Introductionmentioning

confidence: 99%

Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence

Walsh

Baynton²

2012

IJHE

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Social work is a discipline that emphasizes personal contact and has traditionally been taught face-to-face. This paper examines whether online learning is appropriate for educating social workers about family violence. It describes a newly-developed online course in family violence and evaluates its effectiveness. Two surveys of the class and an analysis of discussion boards provided quantitative and qualitative data. Results suggest that online teaching was effective in meeting course objectives and learner needs. The course did provide knowledge in the area of family violence that students then applied to their practices. The online learning environment proved to be safe, inclusive, acceptable and accessible to learners.

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Reduction of Face‐to‐Face Contact Hours in Foundation Research Courses: Impact on Students' Knowledge Gained and Course Satisfaction

Cited by 42 publications

References 25 publications

Comparing Student Engagement in Online and Face-to-Face Instruction in Health and Physical Education Teacher Preparation

Comparing Student Engagement in Online and Face-to-Face Instruction in Health and Physical Education Teacher Preparation

Academic Support for First-Year Social Work Students in South Africa

Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence

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