A Comparison of Traditional and Technology-Assisted Instructional Methods in the Business Communication Classroom

2004 ◽  
Vol 67 (4) ◽  
pp. 430-442 ◽  
Author(s):  
Diza Sauers ◽  
Robyn C. Walker
Keyword(s):  
Online Courses ◽  
Business Communication ◽  
Traditional Classroom ◽  
Course Delivery ◽  
Instructional Materials ◽  
Communication Course ◽  
Hybrid Course ◽  
Online Writing Instruction ◽  
Course Management Software ◽  
Online Format

In their study of 261 students enrolled in eight sections of a business communication course, three taught in a traditional classroom setting and the others delivered in a hybrid, half-time online format, the authors found that all students measurably improved their writing skills. On another dimension of interest, however, students in the online hybrid course demonstrated a higher rate of active learning practices in their use of Blackboard course management software. Perhaps most important, online writing instruction yielded as significant levels of measurable improvement in writing as did instruction in a traditional classroom, provided that instructional materials corresponded to the particular needs of the students. These results are encouraging in indicating that online courses may provide the best form of course delivery for certain students and certain communication practices.

Multimedia as a Teaching Tool in Business Communication Course Delivery

1997 ◽  
Vol 60 (2) ◽  
pp. 51-66 ◽  
Author(s):  
David Liu ◽  
Linda Beamer
Keyword(s):  
Software Design ◽  
Business Communication ◽  
Course Delivery ◽  
Teaching Tool ◽  
Multimedia Software ◽  
Communication Course ◽  
Course Content ◽  
Communication Program ◽  
Design Program ◽  
Time Required

The two authors created a multimedia intercultural business communication program. Multimedia is an effective instructional tool because of its ability to capture the attention of the learner and offer interactivity so the learner con trols the learning process. An appeal is made to the learner's imagination. Two constraints are the computer requirements to operate it and the length of time required to learn a multimedia software design program. The course content is described and the seven steps in developing the multimedia hypertext are detailed. The authors recommend the process with advice about what charac teristics the authors of multimedia programs need to develop.

scholarly journals Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

2019 ◽  
Vol 18 (1) ◽  
pp. ar8 ◽  
Author(s):  
Sat Gavassa ◽  
Rocio Benabentos ◽  
Marcy Kravec ◽  
Timothy Collins ◽  
Sarah Eddy
Keyword(s):  
Achievement Gap ◽  
Research University ◽  
Online Courses ◽  
Underrepresented Students ◽  
Closing The Achievement Gap ◽  
Course Structure ◽  
Hybrid Course ◽  
Face To Face ◽  
The Face ◽  
Online Format

Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.

Online or Traditional

2010 ◽  
pp. 73-83
Author(s):  
Tim Klaus ◽  
Chuleeporn Changchit
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Traditional Classroom ◽  
Retention Rates ◽  
Institutions Of Higher Education ◽  
Online Environments ◽  
Online Format ◽  
The Way

Technological advancements currently penetrate society, changing the way that some courses are taught. It has become more apparent in higher education institutions that all classes are not as adaptive to an online format as others. Since many institutions of higher education further incorporate online courses into their curriculum, it is important to understand the characteristics of courses that affect students’ preferences for either traditional classroomenvironments or online environments. Indications of this can be seen in the attrition and retention rates of classes offered online. This study explores the characteristics ofcourses that affect students’ preferences towards onlineand traditional classroom settings. These results should help providing guidelines to institutions considering courses to offer online.

Moving Toward a Blended Course Delivery System

2010 ◽  
pp. 35-59
Author(s):  
Leah Blakey
Keyword(s):  
Best Practices ◽  
Learning Styles ◽  
University Students ◽  
Delivery System ◽  
Online Courses ◽  
Traditional Classroom ◽  
Course Delivery ◽  
High Degree ◽  
Blended Course

Today’s university students demand a high degree of flexibility in scheduling, as well as a quality educational experience. Many students enjoy the flexibility of online courses, but some have learning styles that make a traditional classroom experience preferable. This chapter draws on the experiences from numerous institutions; however, the particular experiences of Drury University’s transition to blended classes will be at the center of this case study. The issues the schools have faced, as well as the resolutions that were designed and implemented, will be discussed in detail. The goal of the chapter is to provide a detailed, practical guide to the best practices in blended education.

An Investigation on Course Characteristics that Fit Well with Online Offering

2011 ◽  
pp. 220-229
Author(s):  
Tim Klaus ◽  
Chuleeporn Changchit
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Traditional Classroom ◽  
Retention Rates ◽  
Classroom Environments ◽  
Institutions Of Higher Education ◽  
Course Characteristics ◽  
The Past ◽  
Online Environments ◽  
Online Format

The number of online courses offered by universities as well as the number of students enrolled in these courses has increased greatly over the past few years. Technological advancements currently penetrate society, allowing online courses to be offered efficiently and effectively. However, it has become more apparent that all classes are not as adaptive to an online format as others. Since many institutions of higher education further incorporate online courses into their curriculum, it is important to understand the characteristics of courses that affect students’ preferences for either traditional classroom environments or online environments. Indications of this can be seen in the attrition and retention rates of classes offered online. This study explores the characteristics of courses that affect students’ preferences towards online and traditional classroom settings. These results should help providing guidelines to institutions considering courses for online offer.

scholarly journals Panel on: Software Compare and Contrast: Blackboard, WebCT and Lotus Notes

10.28945/2524 ◽  
2002 ◽  
Author(s):  
Barbara Lewis ◽  
Virginia MacEntee ◽  
Pam Youngs-Maher
Keyword(s):  
Active Learning ◽  
Online Courses ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Learning Technology ◽  
Access To Education ◽  
Online Programs ◽  
Course Management Software ◽  
Compare And Contrast ◽  
Selection Of

With the introduction of the World Wide Web, the learning environment is changing. Online courses allow learners, once bound by place and time constraints in the traditional classroom, new access to education and collaborative learning. Technology enables this method of delivering education. Selection of technology and software needs to be based on the needs and objectives of the online programs and the students. The instructor needs components that will allow him/her to create active learning experiences in the courses. This investigation evaluated three Course Management Software programs based on each one's ability to accommodate different active learning experiences in online courses.

Immersive Learning Environments at Scale: Constraints and Opportunities

2020 ◽  
Vol 64 (1) ◽  
pp. 1165-1169
Author(s):  
Robert F. Siegle ◽  
Rod D. Roscoe ◽  
Noah L. Schroeder ◽  
Scotty D. Craig
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Virtual Reality Technology ◽  
Immersive Learning ◽  
Potential Benefits ◽  
Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

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