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Impact of Instructor Intervention on the Quality and Frequency of Student Discussion Posts in a Blended Classroom

Impact of Instructor Intervention on the Quality and Frequency of Student Discussion Posts in a Blended Classroom

This quasi-experimental study examined the impact of structured instructor postings on the participation and performance of student discussion groups in a blended classroom. Undergraduate students enrolled in an instructional technology course were assigned to either a treatment (instructor postings; n=97) or control group (no instructor postings; n=98) for three distinct discussion topics spanning a six-week period. A crossover design was used...

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