Student Preferences After Taking Online, Face-to-Face, and Hybrid Courses on Educational Technology: Findings and Practical Recommendations

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Author(s): Pavel Samsonov (University of Louisiana at Lafayette, USA)
Copyright: 2021
Pages: 19
Source title: Handbook of Research on Inequities in Online Education During Global Crises
Source Author(s)/Editor(s): Lydia Kyei-Blankson (Illinois State University, USA), Joseph Blankson (Ohio Northern University, USA)and Esther Ntuli (Idaho State University, USA)
DOI: 10.4018/978-1-7998-6533-9.ch016

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

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Abstract

A survey-based study aimed at improving the course of educational technology was conducted with undergraduate students from 2018 through 2020. The study is based on an online survey. The results suggest that there is no “one-size-fits-all” mode of teaching; a considerable fraction of responses suggest a preference for online instruction, while the responses demanding face-to-face assistance are less numerous. The largest proportion of choices suggest demand for the blend of both. The study also looked at age and gender as factors influencing the preference of a teaching mode. Teacher presence in online/hybrid courses was found critical. Recommendations for designing an online course based on the study are offered.

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Student Preferences After Taking Online, Face-to-Face, and Hybrid Courses on Educational Technology: Findings and Practical Recommendations

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