Tuesday, October 20
1:30 PM-2:30 PM
HST
Paniolo I

Learning from Online Modules in Diverse Instructional Contexts

Brief Paper ID: 46235
  1. aaa
    Gwen Nugent
    University of Nebraska-Lincoln
  2. Amy Kohmetscher
    Ohio State University
  3. Deana Namuth-Covert
    Ohio State University
  4. John Guretzky
    University of Nebraska-Lincoln
  5. Patrick Murphy
    Agricultural Product Storage
  6. DoKyoung Lee
    University of Illinois

Abstract: This study examined the learning impacts of online modules used in different learning and instructional contexts in undergraduate education. The research used a multi-case study approach, examining learning impacts across a variety of courses, levels (graduate, undergraduate) and instructional goals (i.e. replacement for lecture, remediation). The case study approach provided a broad examination of ways that online modules are typically used in a college classroom, as well as evidence of learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.

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