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Wednesday, June 22 • 16:45 - 18:00
POSTER.16 - Blended Teaching of a Capstone Course: Students Perceptions and Experiences

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As society advances technologically, it seems that slowly, various digital components are being used within the education both informally (i.e. making lecture notes available online) and formally (i.e. having an online course). There is increasing empirical support for models consisting of a blend of these two systems where F2F delivery is integrated with digital components (see Bernard, et al., 2014; Bonk & Graham, 2006; Garrison & Vaughan, 2008). A blended, or hybrid, approach usually combines the best practices of the traditional F2F lecture with the newest and most effective digital educational tools available (Bele & Rugelj, 2007), resulting in the delivery of pedagogically effective courses that are responsive to the challenges faced by the 21st century teacher and learner. Hybrid or blended learning can be any educational model where online delivery ranges from 50 to 80%. A blended model increases flexibility in both pedagogy and technological delivery systems. The present study examined undergraduate students in a capstone course (n = 53, 48 female). The course was delivered using blended teaching, with half the classes taught face-to-face, and the other half being online. Students were asked to complete questionnaires, reflecting on their course experience. It was found that there was a significant correlation between students not feeling comfortable with technology having negative feelings towards blended learning (-.534**), while having strong time management skills and a desire to do well was associated with having an overall positive experience in the blended learning course (.410**). The results are discussed with a focus on what educators can do to ensure that students are having a positive experience with this type of delivery method.

Wednesday June 22, 2016 16:45 - 18:00 EDT
Atrium, Physics & Astronomy Building Western University