Perceived Utility of Methods and Instructional Strategies Used in Online and Face-to-face Teaching Environments
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Perceived Utility of Methods and Instructional Strategies Used in Online and Face-to-face Teaching Environments Peggy E. Steinbronn & Eunice M. Merideth
Published online: 20 October 2007 # Springer Science + Business Media, LLC 2007
Abstract The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching environments with those used in a faceto-face teaching environment, to investigate relationships between the perceived usefulness of instructional strategies and methods used by higher education faculty in both teaching environments, and to identify instructional methods transferred from an online to a faceto-face teaching environment. The following instructional methods were found to have a significant relationship with the instructional environment: student collaborative projects, student-to-student electronic discussions, lecture (direct instruction), questioning and feedback to students, and e-mail communication with the instructor. Key words online teaching . instructional methods . teaching environment “The only constant is change,” thought Professor Smyth as she entered the quiet classroom and began to arrange her materials for the first class of the fall semester. The furniture was still in the same configuration as it was the last time she had taught in this room just a year ago. Professor Smyth, however, who usually lectured to her students, had changes planned in her teaching methodologies and strategies for this semester. After teaching an online
Both authors are at Drake University. Peggy Steinbronn. Ed.D., Drake University, is the Instructional Technology Manager. Special interests include technology integration, faculty professional development, and online instruction. Eunice Merideth, Ph.D., Iowa State University, is the Associate Dean of the Drake School of Education. Her special interests include technology integration, social justice, and distance learning. Contact the authors at [email protected] and [email protected] P. E. Steinbronn (*) Instructional Technology, Drake University, Des Moines, IA 50311, USA e-mail: [email protected] E. M. Merideth School of Education, Drake University, Des Moines, IA 50311, USA e-mail: [email protected]
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Innov High Educ (2008) 32:265–278
course in the summer session, Professor Smyth had discovered that the Internet could be an information bridge between herself and her students. While Professor Smyth is a fictional character, the question raised is a real one. Are the instructional models professors find most useful in an online learning environment related to the instructional models found most useful in a face-to-face learning environment? In addition, with online teaching and learning increasingly becoming an important component of higher education, do the instructional methods and strategies utilized vary with the teaching environment? To make learning outcomes meaningful in any teaching environment, students should be actively engaged in their own learning
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