Temporal Differences in Participation Modes in Video-Based Blended Learning Practice
Myllymäki, M., & Hakala, I. (2014). Temporal Differences in Participation Modes in Video-Based Blended Learning Practice. In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), EDULEARN14 Proceedings. 6th International Conference on Education and New Learning Technologies (pp. 2000-2006). IATED Academy. EDULEARN proceedings. http://library.iated.org/publications/EDULEARN14
Published inEDULEARN proceedings
© the Authors & IATED, 2014.
In traditionally organized education, the education provider also determines the teaching schedules. Education in accordance with the blended model and based on videos can be realized, when so wished, in such a way that the student will be free to decide about his/her time use. In this kind of environment students can still study in accordance with the proposed pedagogical model at a pace determined by lecture sessions so that the previous lecture is always seen before the next face-toface teaching session. Study can also completely adapted to one's own pace. In this case, the student watches the lecture videos before an exam, not worrying about the pace of face-to-face teaching. This research examines, with the help of temporal classification of participation modes, students' participation and the effects of the participation mode on learning outcomes in an environment based on videos and in line with the blended model. The learning outcomes are examined from the viewpoint of both course grades and course completion. The results suggest that the choices related to time use made by the student have effects on learning outcomes. ...
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