Student Preferences for Types of Instructional Feedback and Discussion in Hybrid Courses: Aptitude-Treatment Interactions
Abstract
The authors surveyed students enrolled in hybrid composition courses that were delivered partly online and partly in face-to-face classroom settings. The more capable students both liked and believed they benefited more from online instructional feedback than did their less capable counterparts. Other results from the survey included that course grades did not predict how much students enjoyed online versus face-to-face discussion, that students who found online feedback more helpful also liked it more, and that students who described themselves as introverted were more likely to receive higher grades and to prefer online over face-to-face discussions than their more extroverted classmates were.
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