Online Versus in the Classroom: Student Success in a Hands-On Lab Class

By Ron Reuter. The American Journal of Distance Education. Philadelphia: Jul 2009. Vol. 23, Issue. 3; (p. 151).

Abstract

This study compares learning success of online and on-campus students in a general education soil science course with lab and field components. Two terms of students completed standardized pre- and post assessments designed to test knowledge and skills from the lecture and lab content of the course.

The impact of mobile learning on students’ learning behaviours and performance: Report from a large blended classroom

By Minjuan Wang ¹ , Ruimin Shen ² , Daniel Novak ¹ , Xiaoyan Pan <sup>2

1</sup> San Diego State University
² Shanghai Jiaotong University (SJTU)

British Journal of Educational Technology.  Volume 40 Issue 4, Page 673-695 (Published online)

Abstract

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many  online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase interactivity in large blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcasts of real-time classroom teaching to students with mobile devices.