Search results

This research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.

This study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.

Results from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.

Efficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.

While research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.

Most research using extended unified theory of acceptance and use of technology (UTAUT2) and other technology acceptance models (TAM) are quantitative studies. This leaves room for interpretation when they are applied to university lecturers’ acceptance of online teaching because the models were originally created for the consumer perspective. This study aims to bridge this gap by integrating existing (quantitative) research with (qualitative) reasoning.

This study reflects online and hybrid teaching acceptance by reviewing exemplary existing research using UTAUT2 as the conceptual framework.

UTAUT2 TAMs use a broad range of criteria that do not immediately agree with university lecturers’ acceptance of online teaching. This study finds that existing research results are inconclusive and attempts to link criteria when suitable. Performance expectancy should not only encompass individual attitudes and skills but also the nature of the subject taught. Social influence is driven by recognition and student evaluations. Hedonic motivation best fits the elsewhere well-researched concept of intrinsic motivation. This study suggests that universities choose their online teaching technology wisely, promote its ease of use and offer training as well as continuous support to lecturers, especially when addressing future uncertainties.

This study explains the implications of using TAMs for research of higher education online teaching. Potential reasons and arguments for the inconclusiveness of the studies reviewed are discussed, and measures for university policy and communication improvement are suggested.

A hybrid storage assignment (combination class-volume-based) framework considering quality proximity, customer and material categorization are key distinguished contents of this paper. In spite of using individual storage allocation approach, the hybrid allocation policy performs better under certain environment. The paper aims to discuss these issues.

Although it has been proved that every storage assignment policy has their advantages and limitations, one or more storage assignment policies with combination of zoning and layout design can be used together for further improvement. The authors have conducted this study at warehouse of a manufacturing firm that produce only single product with varieties of material and quality criteria. Picking optimization includes elimination of non-value-added activities like unwanted forklift and package movements, time and distance traveled for retrieval as well as storage. Other allied operations with respect to customer acceptance level and resource utilization are also considered.

The time and distance from manufacturing point to storage location are accountable as it also contributes to picking performance.

Quality-based cluster analysis is carried out to find out closeness among customers, which is used to propose algorithm with new layout design, zoning and storage allocation policy.

This study aims to determine how school-based management (SBM) capacity developed through international cooperation functioned to overcome challenges during the coronavirus disease 2019 (COVID-19) pandemic in Nepal.

The research structure was designed based on the success case method. The researchers conducted a questionnaire survey of head teachers to understand schools’ responses during the COVID-19 pandemic period, identified likely success-case schools, held workshops at the likely success-case schools and conducted in-depth interviews with head teachers and school management committee (SMC) members to understand how SBM functioned and contributed to the success cases.

Storytelling from the success-case schools provided reliable evidence that the localised approaches of SBM are effective for planning and implementing suitable responses at school. The reviews of the head teachers showed that both head teachers and teachers had strong leadership and understood the importance of collaboration with teachers, SMC members, Parent Teacher Association (PTA), guardians and students. Although the research could not show clear evidence of a causal relationship between their achievement and Japan’s project input, the success-case schools clearly benefited from the head teachers’ appropriate execution of SBM with their strong leadership as well as the collaborative efforts of the stakeholders.

The research tries to clarify the influence of the effects of SBM capacity development projects by analysing the changes of head teachers and teachers through the storytelling aspect of the success case method with in-depth consideration of actual school responses during the emergency period of the COVID-19 pandemic.

COVID-19 has galvanized educational institutions to rapidly adopt technology-enhanced learning (TEL) environment where students are required to use and manage a diverse set of information and communication technologies (ICTs). Using the Transactional Theory of Stress, the authors investigate the impact of a TEL environment on students' stress, cognitive appraisal and coping. The authors also explore how the TEL environment impacts students' learning satisfaction and performance.

A survey using Qualtrics was developed to collect the data from 275 undergraduate students. The authors used the Partial Least Squares (PLS) through SmartPLS for instrument validation and testing of the structural model. The reflective-formative model was applied as the measures used to evaluate the first-order constructs are unidimensional, and the second-order construct has a formative measurement.

Students experienced technology-related stress due to ICT use. The negative appraisal such as harm and threat leads to emotion-focused coping among students, while the constructive appraisal such as positive and challenge leads to problem-focused coping. Emotion-focused coping was found to negatively impact learning satisfaction, while problem-focused coping was found to positively impact satisfaction. The authors also found that students with a higher level of experience with online and hybrid classes, higher confidence in computer usage and lower anxiety are better equipped to deal with technostress.

This study provides the first comprehensive technostress model in the IS literature that uses formative modeling to explain technostress creators and inhibitors and emotion-focused coping and problem-focused coping, as was intended by the Transactional Theory of Stress. The result allows for rethinking TEL environment by drawing attention to strategies that can reduce technological complexity and uncertainty. For future research, it may be helpful to perform a longitudinal or experimental study to obtain rigorous causal inference.

There is limited research on the impact of technostress in the field of higher education. Also, technostress has been used inconsistently in Information Systems research, with the majority of research focusing on technostress creators and inhibitors only. This research incorporates all the constructs of the original theory adding new knowledge to the IS literature about the nature and causes of stress created by the use of technology.

The academic community is more fully integrating technology into the business it conducts. Online courses are becoming more and more popular. Popular culture can be a source of commonality among students that can be used to more effectively teach leadership in an online environment. This manuscript outlines the use of a group book review assignment to teach leadership while simultaneously fostering a sense of community among students learning about leadership in a primarily asynchronous environment.

Online and hybrid classes have become common in the fields of leadership education. The pressure to implement these delivery models comes from both students and institutions. It is essential to ensure that these models meet student learning needs as well as the increased demand. This action research study uses survey data from three sections of students (two hybrid, one face-to-face) in an educational leadership program to evaluate their levels of intrinsic motivation as it relates to the delivery model of classes. Key findings include the need to provide students with choice about the delivery model, the need to establish a sense of community within all delivery models, and the fact that instructors and administrators must acknowledge the increased pressure and tension that may be factors in the learning of students experiencing new paradigms of learning.

Assembly systems require uninterrupted components' availability to feed workstations. This paper aims to propose a methodology to help managers in evaluating and selecting the most suitable policy for materials delivery to the shop floor. The analysis focuses on three basic policies, namely kitting, just in time kanban‐based continuous supply and line storage, even including class‐based hybrid policies.

Descriptive models are developed to design components' delivery systems and to compute their performances. Empirical criteria are utilized to associate specific policies to components classes in order to implement customized hybrid line feeding policies. A case study is then included to exemplify the method application and to show its capabilities as a decision making tool.

Hybrid feeding policies may be preferable to a single feeding policy common to all components. This is shown in a representative case study. However, in general there is a priori superior method and only a comparison of alternative feeding policies based on objective performance measures can determine the best approach in specific industrial applications.

The methodology is aimed at preliminary sizing and selection of alternative line feeding systems in deterministic environments. It is not intended for detailed performance analysis of assembly systems.

Production managers are given quantitative decision tools to properly select the components' delivery method at an early decision stage. This allows trade‐offs between alternatives to be explored in order to deploy customized feeding policies differentiated on components basis to better fit specific company requirements.

The paper extends previous descriptive models for line feeding systems and includes the possibility of hybrid policies.

The purpose of this paper is to use data available through the hybrid (blended online and face to face) learning environment to explore both a direct behavioral measure of conscientiousness and gender in predicting hybrid classroom performance.

Variables measuring both student conscientious behavior, in the hybrid classroom, and gender were examined to determine their relationship to student final grades (i.e. success) in hybrid undergraduate business ethics courses.

The author finds that: first, conscientiousness continues to be a solid predictor of academic success; second, gender continues to be an insignificant predictor of success in the online/hybrid environment; third, using direct behavioral measures of conscientiousness yields results consistent with prior research that linked inventory-based conscientiousness levels to academic performance; and finally, the archiving and data-collection functions of the hybrid classroom represent a rich trove of behavioral data that may be mined for clues to predict student academic success.

As the research is based on data from six hybrid business ethics classrooms at one institution, future research could be extended to different classrooms and different institutions compared across nations. Research implications include highlighting the potential value of using direct measures of conscientiousness to predict performance.

The study sheds light on the tremendous possibilities for conducting applied research on educational performance outcomes using the rich data inherent in the hybrid learning environment. The author has suggested numerous ways to mine the data from the online portion of the hybrid classroom to explore antecedents of academic success. The author suggests that the hybrid classroom can provide data to act as an early warning system for educators to identify struggling students.

The paper builds upon an exploratory study of the use of direct behavioral (rather than inventory self-report) measures of personality in research on educational outcomes as well as introducing avenues for original research on learning behavior based on data afforded by the hybrid educational environment.

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.