Our research investigated the effect of the pedagogical design of three hybrid courses on learning and assessment. The research population included about 120 undergraduate and 40 graduate students at the Technion. Data sources included class observations, online discussions, students' artifacts and interviews, as well as attitude questionnaires. The hybrid courses were developed based on design-principles for active and collaborative learning and supported by embedded assessment. Our findings show that this approach contributed to learning, as defined in each one of the courses. In all three courses we observed high impact on the learners, especially in motivational increase, and in the development of higher order thinking skills. We recommend that course-designers and instructors in higher-education use the design principles identified and developed in this research to foster meaningful learning in other web-based courses.
|Title of host publication||Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006|
|Editors||Thomas Reeves, Shirley Yamashita|
|Place of Publication||Honolulu, Hawaii, USA|
|Publisher||Association for the Advancement of Computing in Education (AACE)|
|Number of pages||7|
|State||Published - 1 Oct 2006|