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Constructivist Internet-Blended Learning and Resiliency in Higher Education

Constructivist Internet-Blended Learning and Resiliency in Higher Education

Jennifer L. Penland
Copyright: © 2015 |Pages: 14
ISBN13: 9781466683631|ISBN10: 1466683635|EISBN13: 9781466683648
DOI: 10.4018/978-1-4666-8363-1.ch003
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MLA

Penland, Jennifer L. "Constructivist Internet-Blended Learning and Resiliency in Higher Education." Handbook of Research on Educational Technology Integration and Active Learning, edited by Jared Keengwe, IGI Global, 2015, pp. 48-61. https://doi.org/10.4018/978-1-4666-8363-1.ch003

APA

Penland, J. L. (2015). Constructivist Internet-Blended Learning and Resiliency in Higher Education. In J. Keengwe (Ed.), Handbook of Research on Educational Technology Integration and Active Learning (pp. 48-61). IGI Global. https://doi.org/10.4018/978-1-4666-8363-1.ch003

Chicago

Penland, Jennifer L. "Constructivist Internet-Blended Learning and Resiliency in Higher Education." In Handbook of Research on Educational Technology Integration and Active Learning, edited by Jared Keengwe, 48-61. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8363-1.ch003

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Abstract

This chapter focuses on the changes that have occurred recently in the distance education arena and the impact on higher education institutions focusing on undergraduate and graduate students taking these courses. Data were gathered from 164 individual participants enrolled in education courses at Shepherd University during the spring 2013, fall 2013 and spring 2014 semesters from end of course surveys with ten questions focusing on the following areas: when students learn, why students learn and how students learn. Findings suggested; (1) increased enrollment in distance education courses, (2) courses allow for flexible schedules (3) better communication with instructor and (4) more meaningful learning overall for students.

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