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“Web-based Assignments and Deep Learning: Examples from Face-to-Face, Online and Blended Courses”

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Abstract:

To increase student engagement and enhance critical thinking, I have used a variety of focused Web-based discussion activities and assignments in fact-to-face race and ethnic relations classes. In this paper, I focus on two different approaches used in these classes and the way those approaches informed a hybrid or blended course offered this past semester. Examples of focused Web-based discussions over two years are analyzed to illustrate the extent to which the assigned topic increased student engagement of key course concepts. The assignments began as an adaptation of the process described by Persell in an upper level seminar and moved to a new set of assignments created to meet the needs of students at a different type of institution and in a different type of course. Students’ assessment of the value of different assignments to student learning will be presented. A comparison will be made of the effectiveness of Web-based assignments in face-to-face and blended classes.

Most Common Document Word Stems:

discuss (27), assign (26), instructor (17), select (16), public (15), privat (15), face (14), instructor-select (13), post (13), student (10), issu (7), face-to-fac (7), onlin (7), learn (6), cours (6), use (5), step (5), hybrid (4), updat (4), script (4), movi (4),

Author's Keywords:

Web-based learning; blended courses; scholarship of teaching and learning
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Association:
Name: American Sociological Association
URL:
http://www.asanet.org


Citation:
URL: http://citation.allacademic.com/meta/p21849_index.html
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MLA Citation:

Haney, Wava. "“Web-based Assignments and Deep Learning: Examples from Face-to-Face, Online and Blended Courses”" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 <Not Available>. 2017-10-10 <http://citation.allacademic.com/meta/p21849_index.html>

APA Citation:

Haney, W. G. , 2005-08-12 "“Web-based Assignments and Deep Learning: Examples from Face-to-Face, Online and Blended Courses”" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA Online <PDF>. 2017-10-10 from http://citation.allacademic.com/meta/p21849_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: To increase student engagement and enhance critical thinking, I have used a variety of focused Web-based discussion activities and assignments in fact-to-face race and ethnic relations classes. In this paper, I focus on two different approaches used in these classes and the way those approaches informed a hybrid or blended course offered this past semester. Examples of focused Web-based discussions over two years are analyzed to illustrate the extent to which the assigned topic increased student engagement of key course concepts. The assignments began as an adaptation of the process described by Persell in an upper level seminar and moved to a new set of assignments created to meet the needs of students at a different type of institution and in a different type of course. Students’ assessment of the value of different assignments to student learning will be presented. A comparison will be made of the effectiveness of Web-based assignments in face-to-face and blended classes.


Similar Titles:
Not Registered Instructor’s Interventions on Students’ Satisfaction and Quality of Postings in Online Discussion Boards


 
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