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Schulmeister, R. (2017). Presence and Self-Study in Blended Learning. eleed, Iss. 12. (urn:nbn:de:0009-5-45027)

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%0 Journal Article
%T Presence and Self-Study in Blended Learning
%A Schulmeister, Rolf
%J eleed
%D 2017
%V 12
%N 1
%@ 1860-7470
%F schulmeister2017
%X Comparisons show online courses to be inferior to blended learning courses. Studies of the absence of students from classes as well as time budget analysis of the workload of Bachelor students provide evidence for a positive effect of the face-to-face component of blended learning environments on learning success. Attendance or presence seems to be even more important for the learning success than self-study, which in today’s bachelor curricula with their conservative structure and classical teaching methods reduces learning to cramming. This essay presents some evidence for a special role of attendance for learning success and explains the positive effect of face-to-face (f2f) situations through motivation and communication theory, and an analysis of recorded lectures.
%L 370
%K Anwesenheit in Lehrveranstaltungen
%K Arbeitsbelastung
%K Motivation der Studierenden
%K Wichtigkeit der Kommunikation
%K attendance in class
%K bestimmende Faktoren des Lernerfolgs
%K blended learning
%K determinants of learning success
%K e-learning
%K importance of communication
%K motivation of students
%K workload
%U http://nbn-resolving.de/urn:nbn:de:0009-5-45027
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Bibtex

@Article{schulmeister2017,
  author = 	"Schulmeister, Rolf",
  title = 	"Presence and Self-Study in Blended Learning",
  journal = 	"eleed",
  year = 	"2017",
  volume = 	"12",
  number = 	"1",
  keywords = 	"Anwesenheit in Lehrveranstaltungen; Arbeitsbelastung; Motivation der Studierenden; Wichtigkeit der Kommunikation; attendance in class; bestimmende Faktoren des Lernerfolgs; blended learning; determinants of learning success; e-learning; importance of communication; motivation of students; workload",
  abstract = 	"Comparisons show online courses to be inferior to blended learning courses. Studies of the absence of students from classes as well as time budget analysis of the workload of Bachelor students provide evidence for a positive effect of the face-to-face component of blended learning environments on learning success. Attendance or presence seems to be even more important for the learning success than self-study, which in today's bachelor curricula with their conservative structure and classical teaching methods reduces learning to cramming. This essay presents some evidence for a special role of attendance for learning success and explains the positive effect of face-to-face (f2f) situations through motivation and communication theory, and an analysis of recorded lectures.",
  issn = 	"1860-7470",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-5-45027"
}
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RIS

TY  - JOUR
AU  - Schulmeister, Rolf
PY  - 2017
DA  - 2017//
TI  - Presence and Self-Study in Blended Learning
JO  - eleed
VL  - 12
IS  - 1
KW  - Anwesenheit in Lehrveranstaltungen
KW  - Arbeitsbelastung
KW  - Motivation der Studierenden
KW  - Wichtigkeit der Kommunikation
KW  - attendance in class
KW  - bestimmende Faktoren des Lernerfolgs
KW  - blended learning
KW  - determinants of learning success
KW  - e-learning
KW  - importance of communication
KW  - motivation of students
KW  - workload
AB  - Comparisons show online courses to be inferior to blended learning courses. Studies of the absence of students from classes as well as time budget analysis of the workload of Bachelor students provide evidence for a positive effect of the face-to-face component of blended learning environments on learning success. Attendance or presence seems to be even more important for the learning success than self-study, which in today’s bachelor curricula with their conservative structure and classical teaching methods reduces learning to cramming. This essay presents some evidence for a special role of attendance for learning success and explains the positive effect of face-to-face (f2f) situations through motivation and communication theory, and an analysis of recorded lectures.
SN  - 1860-7470
UR  - http://nbn-resolving.de/urn:nbn:de:0009-5-45027
ID  - schulmeister2017
ER  -
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Wordbib

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<b:Comments>Comparisons show online courses to be inferior to blended learning courses. Studies of the absence of students from classes as well as time budget analysis of the workload of Bachelor students provide evidence for a positive effect of the face-to-face component of blended learning environments on learning success. Attendance or presence seems to be even more important for the learning success than self-study, which in today’s bachelor curricula with their conservative structure and classical teaching methods reduces learning to cramming. This essay presents some evidence for a special role of attendance for learning success and explains the positive effect of face-to-face (f2f) situations through motivation and communication theory, and an analysis of recorded lectures.</b:Comments>
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ISI

PT Journal
AU Schulmeister, R
TI Presence and Self-Study in Blended Learning
SO eleed
PY 2017
VL 12
IS 1
DE Anwesenheit in Lehrveranstaltungen; Arbeitsbelastung; Motivation der Studierenden; Wichtigkeit der Kommunikation; attendance in class; bestimmende Faktoren des Lernerfolgs; blended learning; determinants of learning success; e-learning; importance of communication; motivation of students; workload
AB Comparisons show online courses to be inferior to blended learning courses. Studies of the absence of students from classes as well as time budget analysis of the workload of Bachelor students provide evidence for a positive effect of the face-to-face component of blended learning environments on learning success. Attendance or presence seems to be even more important for the learning success than self-study, which in today’s bachelor curricula with their conservative structure and classical teaching methods reduces learning to cramming. This essay presents some evidence for a special role of attendance for learning success and explains the positive effect of face-to-face (f2f) situations through motivation and communication theory, and an analysis of recorded lectures.
ER
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Mods

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  <titleInfo>
    <title>Presence and Self-Study in Blended Learning</title>
  </titleInfo>
  <name type="personal">
    <namePart type="family">Schulmeister</namePart>
    <namePart type="given">Rolf</namePart>
  </name>
  <abstract>Comparisons show online courses to be inferior to blended learning courses. Studies of the absence of students from classes as well as time budget analysis of the workload of Bachelor students provide evidence for a positive effect of the face-to-face component of blended learning environments on learning success. Attendance or presence seems to be even more important for the learning success than self-study, which in today’s bachelor curricula with their conservative structure and classical teaching methods reduces learning to cramming. This essay presents some evidence for a special role of attendance for learning success and explains the positive effect of face-to-face (f2f) situations through motivation and communication theory, and an analysis of recorded lectures.</abstract>
  <subject>
    <topic>Anwesenheit in Lehrveranstaltungen</topic>
    <topic>Arbeitsbelastung</topic>
    <topic>Motivation der Studierenden</topic>
    <topic>Wichtigkeit der Kommunikation</topic>
    <topic>attendance in class</topic>
    <topic>bestimmende Faktoren des Lernerfolgs</topic>
    <topic>blended learning</topic>
    <topic>determinants of learning success</topic>
    <topic>e-learning</topic>
    <topic>importance of communication</topic>
    <topic>motivation of students</topic>
    <topic>workload</topic>
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Full Metadata

Bibliographic Citation e-learning and education, Iss. 12
Title

Presence and Self-Study in Blended Learning (eng)
Author Rolf Schulmeister
Language eng
Abstract Comparisons show online courses to be inferior to blended learning courses. Studies of the absence of students from classes as well as time budget analysis of the workload of Bachelor students provide evidence for a positive effect of the face-to-face component of blended learning environments on learning success. Attendance or presence seems to be even more important for the learning success than self-study, which in today’s bachelor curricula with their conservative structure and classical teaching methods reduces learning to cramming. This essay presents some evidence for a special role of attendance for learning success and explains the positive effect of face-to-face (f2f) situations through motivation and communication theory, and an analysis of recorded lectures.
Subject Anwesenheit in Lehrveranstaltungen, Arbeitsbelastung, Motivation der Studierenden, Wichtigkeit der Kommunikation, attendance in class, bestimmende Faktoren des Lernerfolgs, blended learning, determinants of learning success, e-learning, importance of communication, motivation of students, workload
Classified Subjects
ddc
  • 153.15, learning
  • 153.8, will (volition)
  • 371.102, teaching
  • 371.35, distance education
  • 371.358, electronic distance education
  • 371.39, other methods of instructions
  • 371.396, lecture methods
  • 371.956, teaching methods
pacs
  • C6130M, multimedia
  • D2030, education and training IT applications
DDC 370
Rights fDPPL
URN: urn:nbn:de:0009-5-45027