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An Analysis of Student Self-Assessment of Online, Blended, and Face-to-Face Learning Environments: Implications for Sustainable Education Delivery
Open accessAbstract
Online delivery has the potential to offer significant benefits in achieving multiple goals related to sustainable education. For example, students from a variety of backgrounds can access educational opportunity, allowing for vast dissemination of education. In addition, the methods employed in online learning are generally much lower in carbon intensity, providing an added operational benefit to online education. Beyond these stated benefits, we must also identify what components of online education are deemed effective from the student’s perspective. This article summarizes a recent study conducted by the authors on overall student self-assessment of learning at a major online university, and compares these results with general pedagogical assumptions regarding the perceived benefits of online learning. The goal is to highlight what factors students find important in ensuring quality learning outcomes in the online learning environment. The extension of this work is to link successful components of online delivery to the general achievement of sustainability in education delivery methods.
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“They also observed that the instructor-student relationship was an important factor in student learning and could impact student self-assessment of learning regardless of quality of the online course design.”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Castle and Mcguire (2010)
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“They found that students appeared to prefer a mixed approach combining synchronous and asynchronous sessions.”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Castle and Mcguire (2010)
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Research works printed but not linked: 5
- Washington, D.C.: National Academy Press.
- Harlen, W. & Doubler, S. (2004). Can teachers learn through enquiry online? Studying professional development in science delivered online and on-campus. International Journal of Science Education 26 (10), 1247-67.
- Dede, C. 89-116. Cambridge, Mass.: Harvard Education Press.
- Barab, S.A., Kling, R., & Gray, J.H. 16-50. Cambridge, Mass.: Cambridge University Press.
- Barab, S.A., Kling, R., & Gray, J.H. 154-78. Cambridge, Mass.: Cambridge University Press.
Cited by
Sorted by citations
Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569
Evaluating the effectiveness of blended learning using the ARCS model
Ma, L., & Lee, C. S. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12579 · Cited by 132
Metadata
- Authors
- Castle, S. R., & McGuire, C.
- Affiliations
- National University (US)
- University of Massachusetts Dartmouth (US)
- ORCID
- McGuire, Chad
- Venue
- International Education Studies
- Published
- 2010-07-12
- Volume
- 3
- Issue
- 3
- ISSN
- 1913-9020 (ISSN-L)
- 1913-9039
- OpenAlex
- W2160567712
- Cited by
- 210
- References
- 0
- Citations by year
- 2026: 1 · 2025: 8 · 2024: 9 · 2023: 16 · 2022: 21 · 2021: 27 · 2020: 35 · 2019: 14 · 2018: 9 · 2017: 11 · 2016: 15 · 2015: 11 · 2014: 13 · 2013: 9 · 2012: 10
- FWCI
- 30.21
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- International Education Studies (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Technology-Enhanced Education Studies
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- student self-assessment, online learning, blended learning, face-to-face learning, sustainable education, learning outcomes, online universities, student perceptions, educational delivery methods
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