Students' Interaction and Perceptions in a Large-Enrolled Blended Seminar Series Course
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| Title: | Students' Interaction and Perceptions in a Large-Enrolled Blended Seminar Series Course |
|---|---|
| Language: | English |
| Authors: | Liu, Bowen, Xing, Wanli, Wu, Yonghe, Tian, Yahui, Li, Ruochen |
| Source: | Turkish Online Journal of Educational Technology - TOJET. Jul 2019 18(3):88-96. |
| Availability: | Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Interaction, Peer Relationship, Class Size, Blended Learning, Seminars, Course Objectives, Discussion Groups, Active Learning, Instructional Effectiveness, Educational Technology, Student Participation, Lecture Method, Graduate Students, Foreign Countries, Positive Attitudes |
| Geographic Terms: | China |
| ISSN: | 2146-7242 |
| Abstract: | Seminar series can address cutting-edge topics not covered in existing courses, but it is time-consuming for interaction between students in large-enrolled seminars. To promote student interaction without compromising course goals, a large blended seminar series course was designed by combining traditional offline lectures and online discussions for Educational Technology Frontiers course. The study collected posts from online discussion forums. Social network analysis and descriptive statistics were used to analyze students' interaction. The study also conducted three surveys to investigate students' perceptions of course success on the aspects of subject understanding and active learning. Wilcoxon signed rank test was used to determine significant differences of students' subject understanding before and after class. Descriptive statistics were used to explore students' active learning. The results showed that the course promotes students to participate in interaction and students show a high level of enthusiasm in interaction. The study also documented a strong and positive influence on students' perceptions of their subject understanding and active learning. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1223783 |
| Database: | ERIC |
| Abstract: | Seminar series can address cutting-edge topics not covered in existing courses, but it is time-consuming for interaction between students in large-enrolled seminars. To promote student interaction without compromising course goals, a large blended seminar series course was designed by combining traditional offline lectures and online discussions for Educational Technology Frontiers course. The study collected posts from online discussion forums. Social network analysis and descriptive statistics were used to analyze students' interaction. The study also conducted three surveys to investigate students' perceptions of course success on the aspects of subject understanding and active learning. Wilcoxon signed rank test was used to determine significant differences of students' subject understanding before and after class. Descriptive statistics were used to explore students' active learning. The results showed that the course promotes students to participate in interaction and students show a high level of enthusiasm in interaction. The study also documented a strong and positive influence on students' perceptions of their subject understanding and active learning. |
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| ISSN: | 2146-7242 |
