Abstract
This descriptive study explores characteristics that can affect learner participation in hybrid classrooms and also learning outcomes. Data were collected from an online survey of 200 students (with 107 responses) from the online degree programs of two American universities. These learners are diverse in age and ethnic backgrounds. Major findings include: 1) Learner perception of being equal or subordinate to the instructor affects their confidence to engage in online discussions. 2) There is a gender difference in dealing with conflicts in hybrid and online meetings. And 3) Students who dislike collaborative work tend to view online learning as inferior to face to face learning. These findings underscore the significance of student attitudes and differing cultural backgrounds in establishing confident participation in the online environment. We also suggest ways that these results can guide course design and conduct in online settings. Copyright © 2009 Springer-Verlag Berlin Heidelberg.
| Original language | English |
|---|---|
| Title of host publication | Hybrid learning and education: Second International Conference, ICHL 2009, proceedings |
| Editors | Fu Lee WANG, Joseph FONG, Liming ZHANG, Victor S. K. LEE |
| Place of Publication | Berlin |
| Publisher | Springer |
| Pages | 112-121 |
| ISBN (Electronic) | 9783642036972 |
| ISBN (Print) | 9783642036965 |
| DOIs | |
| Publication status | Published - 2009 |
Citation
Wang, M., Novak, D., & Pacino, J. (2009). Characteristics affecting learner participation in large hybrid classrooms. In F. L. Wang, J. Fong, L. Zhang, & V. S. K. Lee (Eds.), Hybrid learning and education: Second International Conference, ICHL 2009, proceedings (pp. 112-121). Springer. https://doi.org/10.1007/978-3-642-03697-2_11Keywords
- Case study
- Learner characteristics
- Cultural differences
- Gender differences
- Learner participation in hybrid classrooms