Pedagogical aims, course characteristics and their relation to students` behavior: A case study on blended learning
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Author / Producer
Date
2004
Publication Type
Journal Article
ETH Bibliography
yes
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Abstract
An exploratory blended learning case study in corporate finance is presented. A detailed description of the actual use of different training materials (books / simulations / self-assessing) and scenarios (online / offline / individual / group learning) is given. This was one of the first blended learning studies integrating different evaluation methods into a systematic user behavior analysis approach. A sample of one hundred sixty one students filled in a user profile questionnaire, used an online diary after each system log out to describe their user behavior, passed a final exam and answered an exams preparation questionnaire. Furthermore we collected log file data. The results show that students preferred to study during the semester and for the exams preparation with papers, self-assessment tasks and Excel-simulations rather than to use interactive discussion forums. We conclude that future blended learning developments should focus on interactive material, clearly link multiple-choice test tasks with the final exam and train students to use blended learning concepts efficiently.
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published
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Book title
eLearning: Evaluationskonzepte und Anwendungen = eLearning: concepts d'évaluation et applications
Journal / series
Volume
26 (2)
Pages / Article No.
305 - 326
Publisher
Universitätsverlag
Event
Edition / version
Methods
Software
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Date collected
Date created
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Organisational unit
03356 - Grote, Gudela / Grote, Gudela