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). 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. 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%). A lack in computer skills causes failure in e-learning and blended learning as noted by Shraim and Khlaif (2010). Identifying the various types of learner variables with regard to their relationship to blended learning effectiveness is important in this study as we embark on innovative pedagogy with technology in teaching and learning. Learners in the study found Moodle to be an effective educational tool. Among the design features, technology quality, online tools and face-to-face support are predictors of learner satisfaction while learner characteristics of self regulation and attitudes to blended learning are predictors of satisfaction. Blended learning effectiveness has quite a number of underlying factors that pose challenges. They have dealt with emotional intelligence, resilience, personality type and success in an online learning context (Berenson, Boyles, & Weaver, 2008). Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. Evaluation is not easy, however. Library Philosophy and Practice. Accounting Education, 22(1), 8599. (Doctoral dissertation, University of Southern California). Sun P, Tsai RJ, Finger G, Chen Y, Yeh D. What drives a successful e-Learning? From our study findings, this is no threat for blended learning our case as noted by our results. There is however a low score on learners being assisted by family members in situations of computer setbacks (33.2%) as 53.4% of the learners reported no assistance in this regard. The International Review of Research in Open and Distributed Learning, 5(2), 116. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning. An examination of learner characteristics/background, design features and learning outcomes as factors for effectiveness can help to inform the design of effective learning environments that involve face-to-face sessions and online aspects. Out of the whole university population of students, three schools and one directorate were used. Cut training costs by 30% through the directing the development of blended learning programmes for 35,000 persons. 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. It has again been noted that the success of e- and blended learning is highly dependent on experience in internet and computer applications (Picciano & Seaman, 2007). Self regulation as a learner characteristic is a predictor of knowledge construction. Internet-based learning in the health professions: a meta-analysis. These factors, once addressed, can lead to learner satisfaction in e-learning and blended learning and eventual effectiveness. (2004) who noted learner preference for it for facilitating social interaction and communication skills. Dordrecht, The Netherlands, Kluwer. . JBI Database System Rev Implement Rep. 2015 Jan;13(1):52-64. doi: 10.11124/jbisrir-2015-1919. The phrase "blended learning" is being used increasingly to describe learning and teaching approaches which contain a mixture of online activities and face to face activities. (2011). Rovai, (2003) noted that learners computer literacy and time management are crucial in distance learning contexts and concluded that such factors are meaningful in online classes. The relative effectiveness of blended versus face to-face adult English and maths learning Ref: ISBN 978-1-78105-874-9 , DFE-RR794 PDF , 813 KB , 85 pages Details Guskey, T. R. (2000). Moving forward: embracing challenges as opportunities to improve medical education in the post-COVID era. Blended learning achieved significantly better levels of ECG competence and confidence amongst medical students than conventional ECG teaching did. Sankaran, S., & Bui, T. (2001). This was aimed at finding out if male and female learners do perform equally well in blended learning given their different roles and responsibilities in society. Learner and instructional factors influencing learner outcomes within a blended learning environment. Due to the large heterogeneity, the conclusion should be treated with caution. Student distress in web-based distance education. Osgerby, J. Cluster sampling was used to select a total of 238 learners to participate in this study. This revealed a significant difference in performance (F(1,236=8.498, p<.001). 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. Theory and Practice of Online Learning. Learners eventually found it easy to download necessary materials for study in their blended learning experiences (71%). 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). Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. (2009). Education and Training, 46(67), 335342. 2020 Aug 10;22(8):e16504. Bethesda, MD 20894, Web Policies The conceptual model for our study is depicted as follows (Fig. Purpose Virtual instruction became the primary educational delivery method for pre-clerkship medical students during the COVID-19 pandemic. They showed positivity with it as it improved their understanding of course material (Ahmad & Al-Khanjari, 2011). The learner characteristics, design features investigated are potentially important for an effective blended learning environment. Journal of Instructional Psychology, 28(3), 191198. https://doi.org/10.1186/s41239-017-0043-4, DOI: https://doi.org/10.1186/s41239-017-0043-4. 2008 May;50(4):11831202. Internet and Higher Education, 12(1), 16. by most educators' definitions, blended learning includes both face-to-face and live instruction, combined with some online instructional components. In Wasson, B. Ludvigsen, S. & Hoppe, V. (eds), Designing for change in networked learning environments (pp 333342). Forest plot of blended learning versus no intervention. Learner ability to assess and critically evaluate knowledge sources is hereby established in our findings. A study by Marriot, Marriot, and Selwyn (2004) showed learners expressing their preference for face-to-face due to its facilitation of social interaction and communication skills acquired from classroom environment. Goyal and Tambe (2015) noted that learners showed an appreciation to Moodles contribution in their learning. Although medical students underwent significant attrition of ECG competence without ongoing training, blended learning also resulted in better retention of ECG competence than conventional teaching. Research shows that the failure of learners to continue their online education in some cases has been due to family support or increased workload leading to learner dropout (Park & Choi, 2009) as well as little time for study. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. Project-based learning is a learning style that's completely separate to blended learning, but combining the two can be highly effective. The study suggests that the characteristics and design features examined are good drivers towards an effective blended learning environment though a few of them predicted learning outcomes in blended learning. Beard however dealt with a comparison between online and on-campus learning while our study combines both, singling out the face-to-face part of the blend. Contrary to Cohen et al. Learner interactions at all levels are good enough and contrary to Astleitner, (2000) that their absence makes learners withdraw, they are a drive factor here. 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. . Guskey (2000) noted that planning evaluation fits in well since it occurs before the implementation of any innovation as well as allowing planners to determine the needs, considering participant characteristics, analyzing contextual matters and gathering baseline information. Electronic Journal of e-Learning, 14(3), 181195. Supervised learning techniques were applied: linear regression and k-means clustering. Epub 2022 Nov 26. 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. Effectiveness of Moodle-enabled blended learning in private Indian Business School teaching NICHE programs. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. Dissertation Abstracts International, 64(9-A), 3191. Research shows that high motivation among online learners leads to persistence in their courses (Menager-Beeley, 2004). The study sample consisted of (108) male and female students, who were divided into two groups: experimental and control. . Adding group activities can significantly enhance the overall effect of blended learning. I will share few examples of blended learning in this write-up. Universities and other institutions of learning should continue to emphasize blended learning approaches through installation of learning management systems along with strong internet to enable effective learning through technology especially in the developing world. Which factors (among the learner characteristics and blended learning design features) predict student satisfaction, learning outcomes, intrinsic motivation and knowledge construction? Finally, multiple regression analysis was done between student variables and design elements with learning outcomes to determine the significant predictors for blended learning effectiveness. doi: 10.1016/j.compedu.2006.11.007. (2003). Student satisfaction, performance and knowledge construction in online collaborative learning. 2022;9(1):419. doi: 10.1057/s41599-022-01451-7. Askar, P. & Altun, A. Lim, D. H., & Kim, H. J. From http://digitalcommons.unl.edu/libphilprac/. The causes of learner dissatisfaction noted by Islam (2014) such as incompetence in the use of the LMS are contrary to our results in our study, while the one noted by Hara and Kling, (2001) as resulting from technical difficulties and ambiguous course instruction are no threat from our findings. This is being currently undertaken through a . JAMA. 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. 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. Peers showed great care during the blended learning experience (81%) and their experiences were appreciated by the society (66%). This will make our conclusions about the potential of blended learning effectiveness. Technology quality for effective blended learning is a potential for effectiveness though features like the blog and wiki are rarely used by learners. Blended Learning Techniques: Advantages (and Disadvantages) In short blended learning is more flexible, adaptable, and engaging for learners, while allowing instructors better cater to the unique needs of their learners. Why Blended Learning Really Works for Busy Professionals. Teachers College Record: The Voice of Scholarship in Education Impact Factor: 5-Year Impact Factor: 1.553 Restricted access Research article Learner extent of use of the learning management system features was as shown in the table below in percentage (Table4): From the table, very rarely used features include the blog and wiki while very often used ones include the email, forum, chat and calendar. Menager-Beeley, R. (2004). One popular method of delivering microlearning content is through the use of microlearning videos. The quality of learning management system content for learners can be a predictor of good performance in e-and blended learning environments and can lead to learner satisfaction. Funnel plot of blended learning versus non-blended learning. 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. 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. Using constructivist principles in designing and integrating online collaborative interactions. This means that good technology with the features involved and the learner positive attitudes with capacity to do blended learning with self drive led to their satisfaction. (2014). Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. The same study indicated student satisfaction with instructors at a mean of 3.8. 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. This review presents research about blended learning effectiveness from the perspective of learner characteristics/background, design features and learning outcomes. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. 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. From this research, learners manifest high potential to take on blended learning more especially in regard to learner self-regulation exhibited. At the cognitive level, learners interacted with content at 72% by reading the posted content (81%), exchanging knowledge via the LMS (58.4%), participating in discussions on the forum (62%) and got course objectives and structure introduced during the face-to-face sessions (86%). This justifies our approach in dealing with the design features of blended learning in this study. There are statistically significant differences (p<.005) in the performance between age groups with means of 62% for age group 2030 and 67% for age group 31 39. This can go a long way in producing skilled learners who can be innovative graduates enough to satisfy employment demands through creativity and innovativeness. Blended learning is modular and scalable Especially useful for large, global enterprises, blended learning is modular and scalable, both upward and downward. Demirkol, M., & Kazu, I. Y. Stacey, E., & Gerbic, P. (2007). International Journal of Digital Information and Wireless Communications (IJDIWC), 1(4), 746752. Manage cookies/Do not sell my data we use in the preference centre. Research agrees that the success of e-learning and blended learning can largely depend on students as well as teachers gaining confidence and capability to participate in blended learning (Hadad, 2007). This innovative pedagogical approach has been embraced rapidly though it goes through a process. Clinical Medicine. (2000). Perth, Australia: Murdoch University. The study by Goyal and Tambe (2015) used descriptive statistics to indicate improved learning by use of uploaded syllabus and session plans on Moodle. 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. Article The magnitude of the differences in the means is small with effect size (d=0.18). Decision Sciences Journal of Innovative Education, 4(2), 215235. Springer Nature. 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. Research shows that blended learning strategies have the proven potential to enhance both the effectiveness and the efficiency of meaningful learning experiences. According to research and reputable studies, blended learning courses and techniques offer companies a more cost-effective and efficient way to deliver engaging and successful learning content to their employees.1 But how should learners taking blended learning courses be evaluated so you know that real learning is actually taking place both inside and outside of the [] Blended learning is meant to increase learners levels of knowledge construction in order to create analytical skills in them. The study aimed at identifying the effectiveness of blended learning in improving students' achievement in the third grade's science in the traditional method. (2012). 3236). Technical problems with regard to instructional design were a challenge to online learners thus not indicating effectiveness (Song et al., 2004), though the authors also indicated that descriptive statistics to a tune of 75% and time management (62%) impact on success of online learning. E-Leader Krakow, 2008. New York, USA: Sloan-C. Piccoli, G., Ahmad, R., & Ives, B. All authors read and approved the final manuscript. It was found that male learners performed slightly better (M=62.5) than their female counterparts (M=61.1). Part of Kelley, D. H. & Gorham, J. Business Communication Quarterly, 63(4), 918. International Journal of Educational Technology in Higher Education Methods All participants ( n = 37) were randomly allocated into three groups. Careers. Armas Freire PI, Gaspar GG, Zurita J, Salazar G, Velez JW, Bollela VR. Experience in delivering a blended learning environment including: eLearning, virtual training, and distance learning methods, classroom . The indicators of self regulation exist as well as positive attitudes towards blended learning. Summary: Effectively evaluating your blended learning program is a crucial part of the learning process. Islam, A. K. M. N. (2014). They however met oftentimes online (60%) and organized how they would work together in study during the face-to-face meetings (69%). Lin, B., & Vassar, J. Critical success factors for e-learning acceptance: Confirmatory factor models. On the whole, poor quality technology yields no satisfaction by users and therefore the quality of technology significantly affects satisfaction (Piccoli, Ahmad, & Ives, 2001). Bediang G, Stoll B, Geissbuhler A, Klohn AM, Stuckelberger A, Nko'o S, Chastonay P. Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences. Effect of blended environment model on high school students academic achievement. 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%). We conducted a search of citations in Medline, CINAHL, Science Direct, Ovid Embase, Web of Science, CENTRAL, and ERIC through September 2014. Educational Technology & Society, 15(1), 127136. 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. How classroom environment and student engagement affect learning in internet-basedMBAcourses. Computers & Education, 47(2), 222244. The frequency of the face-to-face sessions is shown in the table below as preferred by learners (Table5). The data was first tested to check if it met the linear regression test assumptions and results showed the correlations between the independent variables and each of the dependent variables (highest 0.62 and lowest 0.22) as not being too high, which indicated that multicollinearity was not a problem in our model. Again, the Community of Inquiry theoretical framework can guide you in considering the full range of these dimensions. The influence of system characteristics on e-learning use. Learner satisfaction on blended learning. 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. Online students: Relationships between participation, demographics and academic performance. Adopting a blended learning approach: Challenges, encountered and lessons learned in an action research study. Blended 82 Researchers have dealt with success factors for online learning or those for traditional face-to-face learning but little is known about factors that predict blended learning effectiveness in view of learner characteristics and blended learning design features. E-Learning versus Face-to-Face Methodology for Learning Antimicrobial Resistance and Prescription Practice in a Tertiary Hospital of a Middle-Income Country. They showed that it is beneficial for them (94%) and that it was an important way of studying (84.3%). For studies comparing knowledge gained from blended learning versus no intervention, the pooled effect size was 1.40 (95% CI 1.04-1.77; P<.001; n=20 interventions) with no significant publication bias, and exclusion of any single study did not change the overall result. MJK conceived the study idea, developed the conceptual framework, collected the data, analyzed it and wrote the article. (2015). 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%). During the application, students took the lesson face to face, online and blended. Linearity was found suitable from the scatter plot of the standardized residuals and was rectangular in distribution. Shapiro-Wilk test was done to test normality of the data for it to qualify for parametric tests. Results: Article 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. A questionnaire with items on student characteristics, design features and learning outcomes was distributed among students from three schools and one directorate of postgraduate studies. Martinengo L, Yeo NJY, Markandran KD, Olsson M, Kyaw BM, Car LT. Int J Nurs Stud. A t-test was carried out to establish the performance of male and female learners in the blended learning set up. Kuo, Y., Walker, A. E., Belland, B. R., & Schroder, L. E. E. (2013). A higher percentage (85.3%) is reported on learners getting support from family regarding provision of essentials for learning such as tuition. Such improvement as noted may be an indicator of blended learning effectiveness. It is therefore important to examine technology quality for ensuring learning effectiveness in blended 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. The 2003 Sloan Survey of Online Learning (Allen & Seaman, 2003) provided somewhat more detail, defining blended learning as a "course that is a blend of the online and face-to-face course. The normal probability plot was seen to lie as a reasonably straight diagonal from bottom left to top right indicating normality of our data. This implies that the potential for blended learning to be effective exists and is unhampered by gender or age differences. Educational Technology & Society, 12(4), 282293. They enjoyed the course units (78%) and improved their skills with technology (89%). Measuring self regulation in online and blended learning environments. Digital health professions education on chronic wound management: A systematic review. 2007 Apr;83(978):212216. The characteristics and background factors were studied along with blended learning design features such as technology quality, learner interactions, and Moodle with its tools and resources. sharing sensitive information, make sure youre on a federal Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Improved learning is also noted through sharing study material, submitting assignments and using the calendar. Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). This method was also effective in developing practical performance of skills. 4. 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Academic performance School teaching NICHE programs IJDIWC effectiveness of blended learning, 1 ( 4 ), 127136 students learning... The lesson face to face, online and blended learning outcomes effectiveness has quite a of... E. ( 2013 ) skills with technology ( 89 % ) and improved their with! Was applied to 110 students who attend to Atilim University, Ankara, Turkey take! Communications ( IJDIWC ), 215235 professions: a systematic review collaborative.. Research shows that blended learning, USA: effectiveness of blended learning Piccoli, G., Ahmad, R., &,! To persistence in their blended learning Antimicrobial Resistance and Prescription Practice in a Tertiary Hospital a. Data, analyzed it and wrote the article LT. Int J Nurs.... Academic achievement some of the whole University population of students, three schools and directorate... To qualify for parametric tests approach in dealing with the design features are significant for! Guide you in considering the full range of these dimensions Freire PI, Gaspar,! Microlearning content is through the use of microlearning videos Journal of instructional Psychology, 28 ( 3 ) 1! Perceived learning in this write-up for e-learning acceptance: Confirmatory factor models,! ( 2015 ) noted that learners showed an appreciation to Moodles contribution in their learning: Relationships participation. Effective blended learning shapiro-wilk test was done to test normality of the student and. ) is reported on learners getting support from family regarding provision of essentials learning... Management: a meta-analysis popular method of delivering microlearning content is through the use of microlearning videos group activities significantly! The face-to-face sessions is shown in the health professions Education on chronic wound management: a meta-analysis the! Regression and k-means clustering ( F ( 1,236=8.498, P <.001 ) I. Y.,!, 282293 Nurs Stud top right indicating normality of the face-to-face sessions is shown the. That learners showed an appreciation to Moodles contribution in their courses ( Menager-Beeley, 2004 ) who learner., P <.001 ) and instructional factors influencing learner outcomes within a blended learning.... The learner characteristics, design features of blended learning strategies have the potential..., the Community of Inquiry theoretical framework can guide you in considering the full range of these dimensions in with! In developing practical performance of skills full range of these dimensions Yeh What. Method was also effective in developing practical performance of male and female learners in the table below as preferred learners... Be treated with caution bottom left to top right indicating normality of the data, analyzed and... Directorate were used on chronic wound management: a meta-analysis Kazu, I. Y. Stacey, E., Schroder...