Blended Instruction in Symbolic Logic
Article Sidebar
Published:
Jun 29, 2021
Keywords:
philosophy, action research, learning outcomes, course grades, assessment
Main Article Content
Abstract
This study examines through action research whether blended instruction in an upper-level philosophy course in introductory symbolic logic can help undergraduate philosophy students to achieve better learning outcomes than undergraduate philosophy students in a traditional, face-to-face version of the same course. The authors conclude that the change from traditional instruction to blended instruction did have a positive and significant effect on student learning as measured in course grades and student assessment scores for one course learning objective, as well as a positive but non-significant effect on student assessment scores for two additional course learning objectives.
Downloads
Download data is not yet available.
Article Details
How to Cite
Graham, K. M., & Kokensparger, B. (2021). Blended Instruction in Symbolic Logic. Journal of the Scholarship of Teaching and Learning, 21(2). https://doi.org/10.14434/josotl.v21i2.27666
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Alducin-Ochoa, J., & Vázquez-Martínez, A. I. (2016). Hybrid learning: An effective resource in university education? International Education Studies, 9(8), 1-14.
Alsancak Sirakaya, D., & Ozdemir, S. (2018). The effect of a flipped classroom model on academic achievement, self-directed learning readiness, motivation and retention. Malaysian Online Journal of Education Technology, 6(1), 76-91.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. New York: Longman.
Anderson, K., & May, F. A. (2010). Does the method of instruction matter? An experimental examination of information literacy instruction in the online, blended, and face-to-face classrooms. Journal of Academic Librarianship, 36(6), 495-500.
Banerjee, G. (2011). Blended environments: Learning effectiveness and student satisfaction at a small college in transition. Journal of Asynchronous Learning Networks, 15(1), 8-19.
Bati, T. B., Gelderblom, H., & van Biljon, J. (2014). A blended learning approach for teaching computer programming: Design for large classes in sub-Saharan Africa. Computer Science Education, 24(1), 71-99.
Benson, V., Anderson, D., & Ooms, A. (2011). Educators' perceptions, attitudes and practices: Blended learning in business and management education. Research in Learning Technology, 19(2), 143-154.
Cabi, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 203-221.
Cakiroglu, U. (2012). Comparison of novice programmers' performances: Blended versus face-to-face. Turkish Online Journal of Distance Education, 13(3), 135-151.
Casasola, T., Nguyen, T., Warschauer, M., & Schenke, K. (2017). Can flipping the classroom work? evidence from undergraduate chemistry. International Journal of Teaching and Learning in Higher Education, 29(3), 421-435.
Chen, C. C., & Jones, K. T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course. Journal of Educators Online, 4(1), 1-15.
Clark, R. M., Besterfield-Sacre, M., Budny, D., Bursic, K. M., Clark, W. W., Norman, B. A., . . . Slaughter, W. S. (2016). Flipping engineering courses: A school wide initiative. Advances in Engineering Education, 5(3)
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk, & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 1-21). San Francisco: Pfeiffer.
Harahap, F., Nasution, N. E. A., & Manurung, B. (2019). The effect of blended learning on student's learning achievement and science process skills in plant tissue culture course. International Journal of Instruction, 12(1), 521-538.
Hartog, M. (2018). Becoming a scholarly practitioner: As a teacher in higher education 'how do I improve my practice'? Action Learning: Research and Practice, 15(3), 224-234.
Jefferies, A., & Hyde, R. (2010). Building the future students' blended learning experiences from current research findings. Electronic Journal of e-Learning, 8(2), 133-140.
Jeong, J. S., Cañada-Cañada, F., & González-Gómez, D. (2018). The study of flipped-classroom for pre-service science teachers. Education Sciences, 8.
Kocoglu, Z., Ozek, Y., & Kesli, Y. (2011). Blended learning: Investigating its potential in an English language teacher training program. Australasian Journal of Educational Technology, 27(7), 1124-1134.
Kozikoglu, I. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study. International Journal of Instruction, 12(1), 851-865.
Lamport, M. A., & Hill, R. J. (2012). Impact of hybrid instruction on student achievement in post-secondary institutions: A synthetic review of the literature. Journal of Instructional Research, 1, 49-58.
Larson, D. K., & Sung, C. (2009). Comparing student performance: Online versus blended versus face-to-face. Journal of Asynchronous Learning Networks, 13(1), 31-42.
Lian, J., & He, F. (2013). Improved performance of students instructed in a hybrid PBL format. Biochemistry and Molecular Biology Education, 41(1), 5-10.
López-Pérez, M., Pérez-López, M., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students' perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826.
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.
Murphree, D. (2015). Flipping the history classroom with an embedded writing consultant: Synthesizing inverted and WAC paradigms in a university history survey course. Social Studies, 106(5), 218-225.
Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning: Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20-32.
Newman, G., Kim, J., Lee, R. J., Brown, B. A., & Huston, S. (2016). The perceived effects of flipped teaching on knowledge acquisition. Journal of Effective Teaching, 16(1), 52-71.
Ojennus, D. D. (2016). Assessment of learning gains in a flipped biochemistry classroom. Biochemistry and Molecular Biology Education, 44(1), 20-27.
Osorio Gómez, L. A., & Duart, J. M. (2012). A hybrid approach to university subject learning activities. British Journal of Educational Technology, 43(2), 259-271.
Peslak, A., Kovalchick, L., Wang, W., & Kovacs, P. (2018). Attitudes toward course delivery: A multi-university study of online, on-ground, and hybrid instruction. Information Systems Education Journal, 16(4), 27-33.
Rix, R. W. (2011). Blended learning: Perspectives on mixing online and offline communities of enquiry. E-Learning and Digital Media, 8(4), 423-433.
Roscoe, D. D. (2012). Comparing student outcomes in blended and face-to-face courses. Journal of Political Science Education, 8(1), 1-19.
Ryan, M. D., & Reid, S. A. (2016). Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13-23.
Sharp, J. H., & Sharp, L. A. (2017). A comparison of student academic performance with traditional, online, and flipped instructional approaches in a C# programming course. Journal of Information Technology Education: Innovations in Practice, 16, 215-231.
Snodgrass, S. (2011). Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills. Australasian Journal of Educational Technology, 27(4), 563-580.
Sun, J. C., & Wu, Y. (2016). Analysis of learning achievement and teacher-student interactions in flipped and conventional classrooms. International Review of Research in Open and Distributed Learning, 17(1), 79-99.
Utts, J., Sommer, B., Acredolo, C., Maher, M. W., & Matthews, H. R. (2003). A study comparing traditional and hybrid internet-based instruction in introductory statistics classes. Journal of Statistics Education, 11(3), 1-14.
Uz, R., & Uzun, A. (2018). The influence of blended learning environment on self-regulated and self-directed learning skills of learners. European Journal of Educational Research, 7(4), 877-886.
van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE - Life Sciences Education, 14(3)
Vernadakis, N., Antoniou, P., Giannousi, M., Zetou, E., & Kioumourtzoglou, E. (2011). Comparing hybrid learning with traditional approaches on learning the Microsoft Office Power Point 2003 program in tertiary education. Computers & Education, 56(1), 188-199.
Alsancak Sirakaya, D., & Ozdemir, S. (2018). The effect of a flipped classroom model on academic achievement, self-directed learning readiness, motivation and retention. Malaysian Online Journal of Education Technology, 6(1), 76-91.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. New York: Longman.
Anderson, K., & May, F. A. (2010). Does the method of instruction matter? An experimental examination of information literacy instruction in the online, blended, and face-to-face classrooms. Journal of Academic Librarianship, 36(6), 495-500.
Banerjee, G. (2011). Blended environments: Learning effectiveness and student satisfaction at a small college in transition. Journal of Asynchronous Learning Networks, 15(1), 8-19.
Bati, T. B., Gelderblom, H., & van Biljon, J. (2014). A blended learning approach for teaching computer programming: Design for large classes in sub-Saharan Africa. Computer Science Education, 24(1), 71-99.
Benson, V., Anderson, D., & Ooms, A. (2011). Educators' perceptions, attitudes and practices: Blended learning in business and management education. Research in Learning Technology, 19(2), 143-154.
Cabi, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 203-221.
Cakiroglu, U. (2012). Comparison of novice programmers' performances: Blended versus face-to-face. Turkish Online Journal of Distance Education, 13(3), 135-151.
Casasola, T., Nguyen, T., Warschauer, M., & Schenke, K. (2017). Can flipping the classroom work? evidence from undergraduate chemistry. International Journal of Teaching and Learning in Higher Education, 29(3), 421-435.
Chen, C. C., & Jones, K. T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course. Journal of Educators Online, 4(1), 1-15.
Clark, R. M., Besterfield-Sacre, M., Budny, D., Bursic, K. M., Clark, W. W., Norman, B. A., . . . Slaughter, W. S. (2016). Flipping engineering courses: A school wide initiative. Advances in Engineering Education, 5(3)
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk, & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 1-21). San Francisco: Pfeiffer.
Harahap, F., Nasution, N. E. A., & Manurung, B. (2019). The effect of blended learning on student's learning achievement and science process skills in plant tissue culture course. International Journal of Instruction, 12(1), 521-538.
Hartog, M. (2018). Becoming a scholarly practitioner: As a teacher in higher education 'how do I improve my practice'? Action Learning: Research and Practice, 15(3), 224-234.
Jefferies, A., & Hyde, R. (2010). Building the future students' blended learning experiences from current research findings. Electronic Journal of e-Learning, 8(2), 133-140.
Jeong, J. S., Cañada-Cañada, F., & González-Gómez, D. (2018). The study of flipped-classroom for pre-service science teachers. Education Sciences, 8.
Kocoglu, Z., Ozek, Y., & Kesli, Y. (2011). Blended learning: Investigating its potential in an English language teacher training program. Australasian Journal of Educational Technology, 27(7), 1124-1134.
Kozikoglu, I. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study. International Journal of Instruction, 12(1), 851-865.
Lamport, M. A., & Hill, R. J. (2012). Impact of hybrid instruction on student achievement in post-secondary institutions: A synthetic review of the literature. Journal of Instructional Research, 1, 49-58.
Larson, D. K., & Sung, C. (2009). Comparing student performance: Online versus blended versus face-to-face. Journal of Asynchronous Learning Networks, 13(1), 31-42.
Lian, J., & He, F. (2013). Improved performance of students instructed in a hybrid PBL format. Biochemistry and Molecular Biology Education, 41(1), 5-10.
López-Pérez, M., Pérez-López, M., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students' perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826.
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.
Murphree, D. (2015). Flipping the history classroom with an embedded writing consultant: Synthesizing inverted and WAC paradigms in a university history survey course. Social Studies, 106(5), 218-225.
Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning: Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20-32.
Newman, G., Kim, J., Lee, R. J., Brown, B. A., & Huston, S. (2016). The perceived effects of flipped teaching on knowledge acquisition. Journal of Effective Teaching, 16(1), 52-71.
Ojennus, D. D. (2016). Assessment of learning gains in a flipped biochemistry classroom. Biochemistry and Molecular Biology Education, 44(1), 20-27.
Osorio Gómez, L. A., & Duart, J. M. (2012). A hybrid approach to university subject learning activities. British Journal of Educational Technology, 43(2), 259-271.
Peslak, A., Kovalchick, L., Wang, W., & Kovacs, P. (2018). Attitudes toward course delivery: A multi-university study of online, on-ground, and hybrid instruction. Information Systems Education Journal, 16(4), 27-33.
Rix, R. W. (2011). Blended learning: Perspectives on mixing online and offline communities of enquiry. E-Learning and Digital Media, 8(4), 423-433.
Roscoe, D. D. (2012). Comparing student outcomes in blended and face-to-face courses. Journal of Political Science Education, 8(1), 1-19.
Ryan, M. D., & Reid, S. A. (2016). Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13-23.
Sharp, J. H., & Sharp, L. A. (2017). A comparison of student academic performance with traditional, online, and flipped instructional approaches in a C# programming course. Journal of Information Technology Education: Innovations in Practice, 16, 215-231.
Snodgrass, S. (2011). Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills. Australasian Journal of Educational Technology, 27(4), 563-580.
Sun, J. C., & Wu, Y. (2016). Analysis of learning achievement and teacher-student interactions in flipped and conventional classrooms. International Review of Research in Open and Distributed Learning, 17(1), 79-99.
Utts, J., Sommer, B., Acredolo, C., Maher, M. W., & Matthews, H. R. (2003). A study comparing traditional and hybrid internet-based instruction in introductory statistics classes. Journal of Statistics Education, 11(3), 1-14.
Uz, R., & Uzun, A. (2018). The influence of blended learning environment on self-regulated and self-directed learning skills of learners. European Journal of Educational Research, 7(4), 877-886.
van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE - Life Sciences Education, 14(3)
Vernadakis, N., Antoniou, P., Giannousi, M., Zetou, E., & Kioumourtzoglou, E. (2011). Comparing hybrid learning with traditional approaches on learning the Microsoft Office Power Point 2003 program in tertiary education. Computers & Education, 56(1), 188-199.