effectiveness of blended learning

Finally, multiple regression analysis was done between student variables and design elements with learning outcomes to determine the significant predictors for blended learning effectiveness. ED 457 822. See this image and copyright information in PMC. The normal probability plot was seen to lie as a reasonably straight diagonal from bottom left to top right indicating normality of our data. Our study has not agreed with Eom et al. (2008). Available on cedma-europe.org. The authors declare that they have no competing interests. The objective of the current study is to investigate the effectiveness of blended learning in view of student satisfaction, knowledge construction, performance and intrinsic motivation and how they are related to student characteristics and blended learning design features in a blended learning environment. Journal of Education and Practice, v7 n35 p109-116 2016 The study aimed at identifying the effectiveness of blended learning in improving students' achievement in the third grade's science in the traditional method. Loukis, Georgious and Pazalo (2007) noted that learners measuring of a systems quality, reliability and ease of use leads to learning efficiency and can be so in blended learning. Moving forward: embracing challenges as opportunities to improve medical education in the post-COVID era. These advanced training . Training, 37(3), 6475. They reported that online resources were well organized, user friendly and easy to access (71%) as well as well structured in a clear and understandable manner (72%). The aim of this paper is to identify measurements of learning efficiency and learning effectiveness of blended learning and to analyze drivers of learning effectiveness and learning. . No studies have also been done on how the characteristics of learners and design features are predictors of outcomes in the context of a planning evaluation research (Guskey, 2000) to establish the effectiveness of blended learning. Selim, H. M. (2007). Blended learning is a type of learning that allows learners to utilize the ability to learn both face-to-face and online through digital platforms. Learner success in blended learning may substantially be affected by system functionality (Pituch & Lee, 2006) and may lead to failure of such learning initiatives (Shrain, 2012). Accounting Education, 13(4), 117130. Evaluation is not easy, however. Accounting undergraduates changing use of ICT and their views on using the internet in higher education-A Research note. (2009). Learners do well with word processing, e-mail, spreadsheets and web browsers but still lag below average in html tools. The accomplishment scale in knowledge construction scored 71% and specifically the fact that learners were able to work together with group members to accomplish learning tasks throughout the study of the course units (79%). Using constructivist principles in designing and integrating online collaborative interactions. K-12 online learning: A survey of U.S. school district administrators. Journal of Management Information Systems, 19(4), 930. The common form of communication medium frequently used by learners during the blended learning experience was by phone (34.5%) followed by whatsapp (21.8%), face book (21%), discussion board (11.8%) and email (10.9%). Results on the learners computer competences are summarized in percentages in the table below (Table2): It can be seen that learners are skilled in word processing at 91%, email at 63.5%, spreadsheets at 68%, web browsers at 70.2% and html tools at 45.4%. Cite this article. The study sample consisted of (108) male and female students, who were divided into two groups: experimental and control. Two reviewers independently evaluated study quality and abstracted information including characteristics of learners and intervention (study design, exercises, interactivity, peer discussion, and outcome assessment). Among the blended learning design features, only learner interaction was a significant factor to learner satisfaction and knowledge construction. 2022 Dec;10(23):1270. doi: 10.21037/atm-22-5112. Influence of computer literacy on post-graduates use of e-resources in Nigerian University Libraries. Epub 2019 Dec 26. Knowledge construction process in online learning. Building an effective blended learning classroom requires careful planning and preparation. A review of motivational and emotional strategies to reduce dropout in web-based distance education. Artikel Blended Learning; 3213 5888 1 SM - saya berkursus untuk menambah skil; Irvan,+ Jauhari - saya berkursus; Computers in Human Behaviour, 30, 249261. A study by Naaj et al. 1994 Aug;37(8):7682. Box 837, Fort Portal, Uganda, Vrije Universiteit Brussel, Pleinlaan 2, Brussels, 1050, Ixelles, Belgium, You can also search for this author in Cut training costs by 30% through the directing the development of blended learning programmes for 35,000 persons. Blended learning is meant to increase learners levels of knowledge construction in order to create analytical skills in them. This is supported by Selim (2007) that learners need to posses time management skills and computer skills necessary for effectiveness in e- learning and blended learning. PubMedGoogle Scholar. International Journal of Digital Information and Wireless Communications (IJDIWC), 1(4), 746752. (2004). It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. 4. E-Leader Krakow, 2008. Naaj, M. A., Nachouki, M., & Ankit, A. Beard, Harper and Riley (2004) shows that some learners are successful while in a personal interaction with teachers and peers thus prefer face-to-face in the blend. The influence of system characteristics on e-learning use. Heinich, Molenda, Russell, and Smaldino (2001) showed the need for examining learner characteristics for effective instructional technology use and showed that user characteristics do impact on behavioral intention to use technology. Manage cookies/Do not sell my data we use in the preference centre. Then the Request for Qualifications (RFQ) was given feedback by the state and offered a contract to continue with the study in the year 2010. . A study by Rahman, Yasin and Jusoff (2011) indicated that learners were able to use some steps to construct meaning through an online discussion process through assignments given. Learners knowledge construction was reported at 78% with initiation and discovery scales scoring 84% with 88% specifically for discovering the learning points in the course units. They enjoyed the course units (78%) and improved their skills with technology (89%). The effectiveness of the LMS was rated at 79% by learners reporting that they found it useful (89%) and using it makes their learning activities much easier (75.2%). statement and (2012) regarding technology as a predictor of learner satisfaction. On the time spent on other activities not related to study, majority of the learners spend three hours (35%) while 19% spend 6 hours. The aims of this study were to evaluate the effectiveness of a virtual and blended pre-clerkship curriculum and to assess its impact on students. The https:// ensures that you are connecting to the Self-regulatory skills of time management lead to better performance and learners ability to structure the physical learning environment leads to efficiency in e-learning and blended learning environments. InfoDev. (2015). Funnel plot of blended learning versus no intervention. This is being currently undertaken through a . They did receive suggestions from instructors about resources to use in their learning (75.3%) and instructors provided learning input for them to come up with their own answers (71%). Online learning for continuous professional development of healthcare workers: an exploratory study on perceptions of healthcare managers in Rwanda. The study sample consisted of (108) male and female students, who were divided into two groups: experimental and control. Correspondence to Learners in the study found Moodle to be an effective educational tool. This justifies our approach in dealing with the design features of blended learning in this study. A big percentage of learners spend two hours on study while at home (35.3%) followed by one hour (28.2%) while only 9.7% spend more than three hours on study at home. Educational Technology & Society, 15(1), 127137. We investigate the blended learning design features of learner interactions, face-to-face support, learning management system tools and technology quality while the outcomes considered include satisfaction, performance, intrinsic motivation and knowledge construction. Journal of Asynchronous Learning Networks, 15(1), 4557. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. BMC Med Educ. The frequency of the face-to-face sessions is shown in the table below as preferred by learners (Table5). Penerapan model blended learning pada pembelajaran abstract wijiastuti, 2019. the effectiveness of discovery blended learning on understanding concepts and. Again, the Community of Inquiry theoretical framework can guide you in considering the full range of these dimensions. Collaborative learning was average at 50% with low percentages in learners posting challenges to colleagues ideas online (34%) and posting ideas for colleagues to read online (37%). The experimental group studied the units and The study by Kintu and Zhu (2016) investigated the possibility of blended learning in a Ugandan University and examined whether student characteristics (such as self-regulation, attitudes towards blended learning, computer competence) and student background (such as family support, social support and management of workload) were significant factors in learner outcomes (such as motivation, satisfaction, knowledge construction and performance). Zielinski, D. (2000). Goyal, E., & Tambe, S. (2015). Internet and Higher Education, 7(2), 95105. Learner and instructional factors influencing learner outcomes within a blended learning environment. It was also noted that a common factor in failure and learner drop-out is the time conflict which is compounded by issues of family, employment status as well as management support (Packham, Jones, Miller, & Thomas, 2004). Internet and Higher Education, 12(1), 16. In search of higher persistence rates in distance education online programs. International Journal on E-Learning, 11(4), 441463. (2003). We took students from three schools out of five and one directorate of post-graduate studies at a Ugandan University. The levels of family and social support for learners stand at 61 and 75% respectively, indicating potential for blended learning to be effective. The goal is not to complement or replace conventional learning styles, but rather to incorporate necessary changes to make the educational path for learners more effective and personalized. Design 2.1. Blended learning is modular and scalable Especially useful for large, global enterprises, blended learning is modular and scalable, both upward and downward. The reviewed literature clearly shows learner characteristics/background and blended learning design features play a part in blended learning effectiveness and some of them are significant predictors of effectiveness. Blended learning, defined as the combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has grown rapidly and is now widely used in education. The advantage found by Beard is all the same relevant here because learners in blended learning express attitude to both online and face-to-face for an effective blend. Packham, G., Jones, P., Miller, C., & Thomas, B. Supervised learning techniques were applied: linear regression and k-means clustering. Blended Learning Program: How To Measure Its Effectiveness TechTrends, 48(6), 2931. 6 while some colleges and universities have clear mandates for the percentage of time allowed online versus face-to-face for instruction in order to be called "blended," others are less prescriptive The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning. Emotional intelligence as a predictor for success in online learning. For studies comparing blended learning with nonblended learning (pure e-learning or pure traditional face-to-face learning), the pooled effect size was 0.81 (95% CI 0.57-1.05; P<.001; n=56 interventions), and exclusion of any single study did not change the overall result. Online students: Relationships between participation, demographics and academic performance. Blended learning approach is an effective way to teach clinical research module. Studies like that of Morris and Lim (2009) have investigated learner and instructional factors influencing learning outcomes in blended learning. 2022 Dec 8;22(1):851. doi: 10.1186/s12909-022-03938-y. (2004). The following best practices are helpful in creating a successful blended classroom environment. Persistence of masters students in the United States: Developing and testing of a conceptual model. Learner attitudes to blended learning can result in its effectiveness and these shape behavioral intentions which usually lead to persistence in a learning environment, blended inclusive. Apart from the learner variables such as gender, age, experience, study time as tackled before, this study considers social and background aspects of the learners such as family and social support, self-regulation, attitudes towards blended learning and management of workload to find out their relationship to blended learning effectiveness. Methods: In blended learning set ups, face-to-face experiences form part of the blend and learner positive attitudes to such sessions could mean blended learning effectiveness. Blended learning approach is an effective way to teach clinical research module. As this study was a retrospective study, some factors that could have influenced the final outcomes were not assessed in this study. (2010). From http://www.kineo.com/m/0/blended-learning-report-202013.pdf This is because there are verbal aspects like giving praise, soliciting for viewpoints, humor, etc and non-verbal expressions like eye contact, facial expressions, gestures, etc which make teachers to be closer to learners psychologically (Kelley & Gorham, 2009). Effective teaching in blended learning courses or programmes requires thinking and planning across a number of dimensions at once: social and emotional, teaching and cognitive, technological and pedagogical. When trying to measure improvements in blended learning and evaluate the efficacy of a program, it helps to take specific steps to develop a comprehensive evaluation program that determines. Lin, B., & Vassar, J. Blended learning, also called as hybrid learning, is a learning approach that combines face-to-face learning with online learning; It is able to integrate benefits afforded by both traditional face-to-face learning and pure online learning to deliver course content; However, the findings concerned with the effectiveness of blended learning are . Design features (technology quality, online tools and resources as well as learner interactions) and learner characteristics (self regulation), significantly predicted the learners intrinsic motivation in blended learning suggesting that good technology, tools and high interaction levels with independence in learning led to learners being highly motivated. It is therefore a planning evaluation research design as noted by Guskey (2000) since the outcomes are aimed at blended learning implementation at MMU. Thousands Oaks: Corwin Press. They however do not deal with such variables in the contexts of blended learning design as an aspect of innovative pedagogy involving the use of technology in education. -. The indicators of self regulation exist as well as positive attitudes towards blended learning. Workload management by learners vis--vis studying is good at 60%. Federal government websites often end in .gov or .mil. Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). . The teaching and learning environment is embracing a number of innovations and some of these involve the use of technology through blended learning. Beard, L. A., Harper, C., & Riley, G. (2004). From the coefficients table, the VIF values ranged from 1.0 to 2.4, well below the cut off value of 10 and indicating no possibility of multicollinearity. Sources of satisfaction and dissatisfaction with a learning management system in post-adoption stage: A critical incident technique approach. Astleitner, H. (2000) Dropout and distance education. They reported that using moodle helped them to learn new concepts, information and gaining skills (85.3%) as well as sharing what they knew or learned (76.4%).

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