出版社：International Association for Computer Information Systems
摘要：A survey among students in a hybrid undergraduate Computer Information Systems course (N=248) shows that students entering college have minimal exposure to online learning and are receptive to new methods, tools, and interventions to help them navigate this evolving environment. Students with self-perceived levels of quantitative facility and self-discipline are more likely to believe they also have learning styles that are well-suited to a hybrid- style class format. Students rate time spent with material as an important potential determinant of (satisfaction with) exam performance. Moreover, students indicate that email reminders and commitmen t devices might be helpful to overcome informational and behavioral failures, respectively. Preferences for either type of intervention could not be predicted by typical observable characteristics of students. Ongoing research investigates the relative effi cacy of these types of interventions in hybrid class formats
