Comparison of student perceptions of classroom instruction: Traditional, hybrid, and distance education

dc.creator	Mary Jo Garcia BIGGS
dc.date	2006-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:25Z
dc.date.available	2015-08-12T11:21:25Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/8f83657e541141008e9a86ecfd88e6b7
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28929
dc.description	ABSTRACT This article reports the results of a project that examined student perceptions of the psychosocial learning environment in a distance education classroom. The study utilized a survey instrument, Distance Education Learning Environments Survey (DELES) that was distributed as a pre-test/post-test to three sections of the same course taught in three distinct formats: traditional classroom instruction, distance learning, and hybrid (partially on-line/partially face-to-face). The DELES survey is a web-based tool specifically designed to assess the learning environment using a standardized, validated instrument. At the beginning of the project, the DELES-Preferred was administered to the three pilot groups. It measures the perception of the “actual” environment, perceptions of the preferred environment, or the “ideal” learning environment of the students. In addition, a brief overview of the DELES instrument is described as well as the implications of the research project findings. Project results, based on the DELES administration, indicate that Instructor Support was rated highest by the students enrolled in the course taught in the traditional manner (4.68 mean) closely followed by the Hybrid course (4.66 mean) while the course taught totally at a distance averaged a 3.62 mean. However, Student Interaction and Collaboration averaged higher scores in the course taught in the Hybrid manner (4.23) followed by the traditional course (3.97) and then the distance course (3.12). Specific scales of Personal Relevance, Authentic Learning, Active Learning, Student Autonomy and Satisfaction (scale of affect) are further addressed in the article.
dc.language	English
dc.publisher	Anadolu University, Eskisehir, Turkey
dc.relation	http://tojde.anadolu.edu.tr/tojde22/pdf/article_4.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 7, Iss 2, Pp 46-51 (2006)
dc.subject	On-line
dc.subject	student perceptions
dc.subject	distance learning
dc.subject	DELES.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Comparison of student perceptions of classroom instruction: Traditional, hybrid, and distance education
dc.type	article