出版社：International Association for Computer Information Systems
摘要：Can an introductory productivity software course be effectively taught through a blended and flipped course design. We review three recent studies using similar course designs and subject matter. Our data and analysis extends the understanding of whether this type of course design can increase learning effectiveness. The study examines a variety of data by capturing objective results such as homework and exam scores as well as student - reported use of vari ous engagement activities (face - to - face class activities, video recording of class, short online help videos and open lab) over the length of the course. Additionally, we examine demographic data including student experience prior to the course. We find that learning effectiveness (as measured by exam grades) is a func tion of class engagement and specific characteristic s of student experience. These findings allow us to predict student learning success using two separate models: (1) the class engag ement model to predict homework success and (2) the positive experience model to predict exam success.
