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Web Versus Face-to-Face Tutorials: Why I Didn’t Go To Class In My Pyjamas
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, , Department of Psychology, Carleton University, Canada ; , Department of Neuroscience, Carleton University, Canada ; , Department of Psychology, Carleton University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study compared attendance for web versus face-to-face versions of undergraduate Introductory Psychology tutorials. Attendance records as well as students’ reported reasons for attending one or the other tutorial medium are explored. Despite the overwhelming convenience of attending a web tutorial held at an inconvenient time, many students preferred the face-to-face option held at the same time. Moreover, despite the richness afforded by the web medium to communicate via voice, video, screens, and text, many students elected to utilize more impoverished communications methods. Students’ reasons and behaviour in this study are relevant to the implementation and success of web learning in post-secondary education. Only by addressing student preferences, priorities, and needs can educators hope to achieve the pedagogical goals associated with blended classrooms.

Citation

Tsuji, B., Pierre, A., Van Roon, P. & Vendetti, C. (2012). Web Versus Face-to-Face Tutorials: Why I Didn’t Go To Class In My Pyjamas. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 802-806). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 7, 2021 from .

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