English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The use of technology in education is growing at a rapid pace. Those in academia are looking for innovative and effective ways to reach students who have less time and more choices than ever before. Many institutions are using course management systems to provide instruction for online courses as well as blended courses. Previous studies that have examined the difference in student performance between traditional, online, and blended course models don’t address two important issues: actual system usage and the use of novel versus non-novel content. In this preliminary study we attempt to assess the value provided to students through the use of blended course instruction. Our findings suggest that not all online instructional content is beneficial to students. While the use of a content management system to share content not covered in traditional meetings (novel content) was beneficial, we found no significant impact for the use of instructional content that had already been presented in the face-to-face meetings (non-novel content). Unfortunately, student usage of the system tended to focus more on non-novel content.

COULD YOU REPEAT THAT? A PRELIMINARY STUDY OF THE EFFECTIVENESS OF COURSE MANAGEMENT SYSTEMS IN THE BLENDED ENVIRONMENT