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dc.contributor.authorEvans, J.
dc.contributor.authorJones, M.H.
dc.date.accessioned2008-02-28T10:10:39Z
dc.date.available2008-02-28T10:10:39Z
dc.date.issued2006
dc.identifier.citationEvans , J & Jones , M H 2006 , ' Using blended learning to increase student participation ' , Procs , vol. 1 , pp. 153-157 .
dc.identifier.otherPURE: 80346
dc.identifier.otherPURE UUID: e4948904-fe10-45ae-b931-34922db43e63
dc.identifier.otherdspace: 2299/1725
dc.identifier.urihttp://hdl.handle.net/2299/1725
dc.description.abstract240 Second year students were studying Electronic--Marketing. Year two makes no contribution to degree class. Students can be difficult to motivate with tutorial attendance typically poor. Student objectives are typically a pass @ 35%. There were very high--failure rates in 2004. Tutorial preparation was set each week to answer questions based on a short case study from set text book and to submit this preparation via StudyNet. Of these submissions, two were selected for marking. 5% max was given for attendance at tutorials. Results: Improved attendance at tutorials and much improved pass rates. Some additional work was involved for staff but benefits--included more meaningful tutorial discussions and interesting student presentations. Student reaction was mixed.en
dc.language.isoeng
dc.relation.ispartofProcs
dc.titleUsing blended learning to increase student participationen
dc.contributor.institutionHertfordshire Business School
dc.description.statusPeer reviewed
dc.relation.school
dcterms.dateAccepted2006
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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