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Student Perceptions about HyFlex/Hybrid Delivery of Courses during the COVID-19 Pandemic
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Nina B. Eduljee; Laurie Murphy; Meredith Emigh-Guy; Karen Croteau – College Teaching, 2024
This empirical study examined undergraduate college students' perceptions about HyFlex/hybrid courses during the COVID-19 pandemic. A total of 305 students (73 male, 234 female) completed an online survey that assessed technological strategies, instructional strategies, and perceptions about HyFlex classes. Students indicated that most of their…
Descriptors: Student Attitudes, Blended Learning, COVID-19, Pandemics
Reflections on Course-Based Undergraduate Research in Organic and Biochemistry during COVID-19
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Deveau, Amy M.; Wang, Yiben; Small, Deena J. – Journal of Chemical Education, 2020
Faculty in the Department of Chemistry and Physics at the University of New England (UNE) have recently transformed introductory and advanced chemistry curricula by embedding the high impact practice of undergraduate research. Course Based Undergraduate Research Experiences (CUREs) have provided experiential learning opportunities for over 272…
Descriptors: College Science, Undergraduate Students, Student Research, Organic Chemistry
Reections on Course-Based Undergraduate Research in Organic and Biochemistry during COVID-19
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Deveau, Amy M.; Wang, Yiben; Small, Deena J. – Journal of Chemical Education, 2020
Faculty in the Department of Chemistry and Physics at the University of New England (UNE) have recently transformed introductory and advanced chemistry curricula by embedding the high impact practice of undergraduate research. Course Based Undergraduate Research Experiences (CUREs) have provided experiential learning opportunities for over 272…
Descriptors: College Science, COVID-19, Pandemics, School Closing
Factors Affecting Faculty Members' Decision to Teach or Not to Teach Online in Higher Education
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Zhen, Yurui; Garthwait, Abigail; Pratt, Phillip – Online Journal of Distance Learning Administration, 2008
This study identified the important factors influencing faculty members' decision to use or not to use any form of online course management applications (OCMA) in higher education. A polynomial logistic analysis led to a statistical-artifact hypothesis: factors did exist that correlated faculty members' technology adoption decisions. Motivational…
Descriptors: College Faculty, Decision Making, Influences, Electronic Learning