from http://www.infodev.org/en/Publication.301.html. In this study we have investigated learning outcomes as dependent variables to establish if particular learner characteristics/backgrounds and design features are related to the outcomes for blended learning effectiveness and if they predict learning outcomes in blended learning. N2 - Background & objective Though blended learning (BL), is widely adopted in higher education, evaluating effectiveness of BL is difficult because the components of BL can be extremely heterogeneous. On the whole, the online resources were fine for the learners (67.2%) and useful as a learning resource (80%). It is again noted that a system with poor response time cannot be taken to be useful for e-learning and blended learning especially in cases of limited bandwidth (Anderson, 2004). CONFLICTS OF INTEREST The conceptual model for our study is depicted as follows (Fig. doi: 10.2196/16504. Determinants for success in online learning communities. Blended learning effectiveness has quite a number of underlying factors that pose challenges. 5. Greer, Hudson and Paugh further noted that peer encouragement assisted new learners in computer use and applications. 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. (2004) who noted learner preference for it for facilitating social interaction and communication skills. For decades, English is learned more as a tool than a means to cultivate students' humanistic values. (2012). In another study, learning experience and performance are known to improve when traditional course delivery is integrated with online learning (Stacey & Gerbic, 2007). 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. . (2011). 2011 Sep 7;306(9):978-88. doi: 10.1001/jama.2011.1234. Blended learning is an effective approach to the passive knowledge engagement of a massive number of students, which also increases learning outside the traditional face-to-face learning environment (Oakley, 2016 ). 2007 Apr;83(978):212216. The authors declare that they have no competing interests. The Turkish Online Journal of Educational Technology, 13(1), 7887. Student-teacher interactions are known to bring satisfaction within online courses. Kuo, Y., Walker, A. E., Belland, B. R., & Schroder, L. E. E. (2013). Sixty percent of the learners have to answer to someone when they are not attending to other activities outside study compared to the 39.9% who do not and can therefore do study or those other activities. 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. Most of the student characteristics and blended learning design features dealt with in this study are important factors for blended learning effectiveness. Face-to-face support is satisfactory and it should be conducted every month. Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. In line with Coldwell et al. Learner attitudes towards Face-to-face support were reported at 88% showing that the sessions were enjoyable experiences (89%) with high quality class discussions (86%) and therefore recommended that the sessions should continue in blended learning (89%). The learners balance between study and work is a drive factor towards blended learning effectiveness since their management of their workload vis a vis study time is at 60 and 61% of the learners are encouraged to go for study by their bosses. In view of the low efficiency of college students' autonomous independent learning, this research was aimed at building the OBE-oriented college students' blended English learning community in a smart environment. Shrain, K. (2012). Blended Learning is defined as having three components: Instruction delivered partially online, with some element of student control over time, place, path, and/or pace. Learner satisfaction was noted as a strong factor for effectiveness of blended and online courses (Wilging & Johnson, 2009) and dissatisfaction may result from learners incompetence in the use of the learning management system as an effective learning tool since, as Islam (2014) puts it, users may be dissatisfied with an information system due to ease of use. Learners reported high intrinsic motivation levels with interest and enjoyment of tasks at 83.7%, perceived competence at 70.2%, effort/importance sub-scale at 80%, pressure/tension reported at 54%. Blended learning effectiveness: the relationship between student characteristics, design features and outcomes, https://doi.org/10.1186/s41239-017-0043-4, Learning outcomes and significant predictors, International Journal of Educational Technology in Higher Education, http://digitalcommons.unl.edu/libphilprac/, selfdeterminationtheory.org/intrinsic-motivation-inventory/, http://www.infodev.org/en/Publication.301.html, http://www.kineo.com/m/0/blended-learning-report-202013.pdf, http://creativecommons.org/licenses/by/4.0/. Would you like email updates of new search results? On the time spent on other activities not related to study, majority of the learners spend three hours (35%) while 19% spend 6 hours. Osgerby, J. Funnel plot of blended learning versus non-blended learning. There is high intrinsic motivation, satisfaction and knowledge construction as well as good performance in examinations (M=62%, SD=7.5); which indicates potentiality for blended learning effectiveness. Cronbachs alpha was used to test reliability and the table below gives the results. This systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the Covid-19 pandemic, and also educational games, computer-supported cooperative learning (CSCL) and computer-assisted instruction (CAI), largely used in schools but with potential for outside school. volume14, Articlenumber:7 (2017) Journal of Management Information Systems, 19(4), 930. The research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education . The researcher then applied the two educational programs he had prepared, and the results showed the effectiveness of using e-learning in direct lectures in terms of increasing students' cognitive achievement. This evaluates the extent of an e-learning system usage and the educational effectiveness. statement and All the models explaining the three dependent variables of learner satisfaction, intrinsic motivation and knowledge construction were significant at the 0.000 probability level (Table6). A value flow model for the evaluation of an e-learning service. ED 457 822. Their computer confidence levels are reported at 75.3% and specifically feel very confident when it comes to working with a computer (85.7%). Learners do well with word processing, e-mail, spreadsheets and web browsers but still lag below average in html tools. Communications of the ACM. Part of 100% Effective Ltd, Raylor Centre, James Street, York, YO10 3DW, UK Phone: 0800 066 3749 FAQs; Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Learners however reported the value/usefulness of blended learning at 91% with majority believing that studying online and face-to-face had value for them (93.3%) and were therefore willing to take part in blended learning (91.2%). Blended learning provides the necessary communication, collaboration, and learning technology to quickly and efficiently keep employees up-to-date on new procedures and offerings without taking them out of the field. Demirkol, M., & Kazu, I. Y. Training, 37(3), 6475. 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. I have seen friends on Facebook create decent songs and stunning artistic creations with little knowledge of music or art, all after spending a bit of time getting to know an AI art or music generator. In the process of giving and receiving among themselves, the authors noted that learners learned by writing what they understood. From the table above, design features (technology quality and online tools and resources), and learner characteristics (attitudes to blended learning, self-regulation) were significant predictors of learner satisfaction in blended learning. Abstract and Figures The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and. Learner satisfaction was reported at 81% especially with instructors (85%) high percentage reported on encouraging learner participation during the course of study 93%, course content (83%) with the highest being satisfaction with the good relationship between the objectives of the course units and the content (90%), technology (71%) with a high percentage on the fact that the platform was adequate for the online part of the learning (76%), interactions (75%) with participation in class at 79%, and face-to-face sessions (91%) with learner satisfaction high on face-to-face sessions being good enough for interaction and giving an overview of the courses when objectives were introduced at 92%. Journal of Educational Technology Systems, 31(4), 423439. Adopting a blended learning approach: Challenges, encountered and lessons learned in an action research study. Deci, E. L., & Ryan, R. M. (1982). Retrieved 18 Aug 2015. This study is based on an experiment in which learners participated during their study using face-to-face sessions and an on-line session of a blended learning design. Moving forward: embracing challenges as opportunities to improve medical education in the post-COVID era. A study by Blocker and Tucker (2001) also showed that learners had difficulties with technology and inadequate group participation by peers leading to dissatisfaction within these design features. Motivation is seen here as an outcome because, much as cognitive factors such as course grades are used in measuring learning outcomes, affective factors like intrinsic motivation may also be used to indicate outcomes of learning (Kuo, Walker, Belland, & Schroder, 2013). Assessing the acceptance of a blended learning university course. Due to the large heterogeneity, the conclusion should be treated with caution. Blended learning: Uncovering its transformative potential in higher education. Garrison and Kanuka (2004) examined the transformative potential of blended learning and reported an increase in course completion rates, improved retention and increased student satisfaction. Objective: As with physically presented learning, blended and online programmes have clear aims, objectives and assessment points. Accounting Education, 22(1), 8599. 1): This research applies a quantitative design where descriptive statistics are used for the student characteristics and design features data, t-tests for the age and gender variables to determine if they are significant in blended learning effectiveness and regression for predictors of blended learning effectiveness. Cite this article. Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis. Ann Transl Med. The high computer competences and confidence is an antecedent factor for blended learning effectiveness as noted by Hadad (2007) and this study finds learners confident and competent enough for the effectiveness of blended learning. 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. This revealed a significant difference in performance (F(1,236=8.498, p<.001). Preferably working experience in a university environment supporting teaching and learning. Blended learning is inspiring K-12 educators with an improved student experience that includes the best of face-to-face and online learning formats to personalize learning and deepen engagement. The same study indicated student satisfaction with instructors at a mean of 3.8. JBI Database System Rev Implement Rep. 2015. We have made use of Loukis, Georgiou, and Pazalo (2007) value flow model for evaluating an e-learning and blended learning service specifically considering the effectiveness evaluation layer. 3236). Kwak, D. W., Menezes, F. M., & Sherwood, C. (2013). 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). 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. 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%). 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. We aimed to assess the effectiveness of blended learning for health professional learners compared with no intervention and with nonblended learning. Hofmann, J. Maidenhead: OUP McGraw-Hill. Effective blended learning would require that learners are able to initiate, discover and accomplish the processes of knowledge construction as antecedents of blended learning effectiveness. by most educators' definitions, blended learning includes both face-to-face and live instruction, combined with some online instructional components. Linearity was found suitable from the scatter plot of the standardized residuals and was rectangular in distribution. The International Review of Research in Open and Distributed Learning, 5(2), 116. M icrolearning is a learning approach that involves delivering small, targeted chunks of information to learners in a concise and easily digestible format. It was found that male learners performed slightly better (M=62.5) than their female counterparts (M=61.1). Student satisfaction, performance and knowledge construction in online collaborative learning. Sun P, Tsai RJ, Finger G, Chen Y, Yeh D. What drives a successful e-Learning? Project-based learning is a learning style that's completely separate to blended learning, but combining the two can be highly effective. An independent samples t-test was done to find out the differences in male and female performance to explain the gender characteristics in blended learning effectiveness. Dordrecht, The Netherlands, Kluwer. The online self-regulated learning questionnaire (Barnard, Lan, To, Paton, & Lai, 2009) and the intrinsic motivation inventory (Deci & Ryan, 1982) were applied to measure the constructs on self regulation in the student characteristics and motivation in the learning outcome constructs. Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2001). Lim and Kim, (2003) indicated that learner interest as a motivation factor promotes learner involvement in learning and this could lead to learning effectiveness in blended learning. Forest plot of blended learning versus no intervention. Information Technology for Development, 16(3), 159173. Despite the increase in 1:1 computing initiatives in K-12 schools and increased technology use in higher education for blended learning, there is little empirical evidence of significant gains in learning outcomes. In higher education small, targeted chunks of information to learners in a concise and easily digestible format distribution. Performed slightly better ( M=62.5 ) than their female counterparts ( M=61.1.! M=61.1 ) the extent of an e-learning system usage and the table below gives the results evaluate effectiveness. & Schroder, L. E. E. ( 2013 ): Systematic Review and Meta-Analysis e-learning system usage and the effectiveness. 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