effectiveness of blended learning

Educational Technology & Society, 15(1), 127137. 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%). doi: 10.2196/16504. The selected elements are as a result of the researchers experiences at a Ugandan university where student learning faces challenges with regard to learner characteristics and blended learning features in adopting the use of technology in teaching and learning. Valle A, Blacher J, Cariou A, Sorbets E. J Med Internet Res. It is therefore a planning evaluation research design as noted by Guskey (2000) since the outcomes are aimed at blended learning implementation at MMU. 2. 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 . Together they form a unique fingerprint. They enjoyed the course units (78%) and improved their skills with technology (89%). Lim, D. H., & Morris, M. L. (2009). 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. Again, the Community of Inquiry theoretical framework can guide you in considering the full range of these dimensions. This method was also effective in developing practical performance of skills. . 2022 Dec 16;11(12):1829. doi: 10.3390/antibiotics11121829. Islam, A. K. M. N. (2014). statement 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%. Learners eventually found it easy to download necessary materials for study in their blended learning experiences (71%). Some of the advantages associated with BL included easy access to knowledge, improve pedagogy, cost-effectiveness, ease of revision of learning content, and personal presence. One big challenge is about how users can successfully use the technology and ensuring participants commitment given the individual learner characteristics and encounters with technology (Hofmann, 2014). Most of the student characteristics and blended learning design features dealt with in this study are important factors for blended learning effectiveness. Online students: Relationships between participation, demographics and academic performance. (2008). Research has dealt with learner characteristics that contribute to learner performance outcomes. Garrison, D. R., & Kanuka, H. (2004). 2022;9(1):419. doi: 10.1057/s41599-022-01451-7. They showed that it is beneficial for them (94%) and that it was an important way of studying (84.3%). Springer Nature. Research shows that absence of learner interaction causes failure and eventual drop-out in online courses (Willging & Johnson, 2009) and the lack of learner connectedness was noted as an internal factor leading to learner drop-out in online courses (Zielinski, 2000). Design 2.1. International Journal of Educational Technology in Higher Education They therefore recommended the use of online resources for other course units in future (78%) because they were satisfied with them (64.3%). Questions This research mainly answered the following two questions: (1) In the process of joint learning for 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. Effectiveness of blended learning on student engagement . Sources of satisfaction and dissatisfaction with a learning management system in post-adoption stage: A critical incident technique approach. The learners perceived usefulness/satisfaction with online system, tools, and resources was at 81% as the LMS tools helped them to communicate, work with peers and reflect on their learning (74%). Business Communication Quarterly, 63(4), 918. eCollection 2022. Learners in the study found Moodle to be an effective educational tool. You will play a significant role in the training and development of a successful and effective Asia Seller Education team. We aimed to assess the effectiveness of blended learning for health professional learners compared with no intervention and with nonblended learning. Funnel plot of blended learning versus non-blended learning. Summary: Effectively evaluating your blended learning program is a crucial part of the learning process. Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. 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. 1994 Aug;37(8):7682. Top 10 challenges of blended learning. (2004) who noted learner preference for it for facilitating social interaction and communication skills. Careers. Englewood Cliffs: Prentice-Hall. BL improved vocabulary of ELE learners cooperative learning increased the student involvement in learning. Let's dive right in. A learning management system (Moodle) was used and learner characteristics/background and blended learning design features were measured in relation to learning effectiveness. A lack in computer skills causes failure in e-learning and blended learning as noted by Shraim and Khlaif (2010). Blended learning is modular and scalable Especially useful for large, global enterprises, blended learning is modular and scalable, both upward and downward. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. 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. In agreement with Selim (2007), learner positive attitudes towards e-and blended learning environments are success factors. On the whole, the online resources were fine for the learners (67.2%) and useful as a learning resource (80%). Sankaran and Bui (2001) indicated that less motivated learners performed poorly in knowledge tests while those with high learning motivation demonstrate high performance in academics (Green, Nelson, Martin, & Marsh, 2006). Lean 5S; 8 Wastes; . Continued navigation through a learning management system increases use and is an indicator of success in blended learning (Delone & McLean, 2003). Decision Sciences Journal of Innovative Education, 4(2), 215235. Assessing the acceptance of a blended learning university course. Evaluating Professional Development. 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. We however note that Coldwel, et al dealt with young, middle-aged and old above 45years whereas we dealt with young and middle aged only. I will share few examples of blended learning in this write-up. Experience in delivering a blended learning environment including: eLearning, virtual training, and distance learning methods, classroom . They are therefore good enough in word processing and web browsing. . Key Blended Learning Facts a Glance (Editors Choice) 73% of teachers say blended learning increases engagement. Improved learning is also noted through sharing study material, submitting assignments and using the calendar. Computers in Human Behaviour, 30, 249261. 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. (2004). This is an ongoing effort to assist all clients better understand how to develop and effective ROI for all the Learning and Development Projects across their organizations. Descriptive results by Naaj, Nachouki, and Ankit (2012) showed that learners were satisfied with technology which was a video-conferencing component of blended learning with a mean of 3.7. 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. official website and that any information you provide is encrypted Critical success factors for e-learning acceptance: Confirmatory factor models. Kelley, D. H. & Gorham, J. In planning to design and implement blended learning, we are mindful of the implications raised by this study which is a planning evaluation research for the design and eventual implementation of blended learning. 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. International Journal of Web-based Communities, 5(3), 340350. 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 [] 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%. From http://digitalcommons.unl.edu/libphilprac/. 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. This study tackles blended learning effectiveness which has been investigated in previous studies considering grades, course completion, retention and graduation rates but no studies regarding effectiveness in view of learner characteristics/background, design features and outcomes have been done in the Ugandan university context. 2013;13:57. doi: 10.1186/1472-6920-13-57. From our perspective, this can be considered to be accomplishment in the knowledge construction process. This is being currently undertaken through a . E-Learning versus Face-to-Face Methodology for Learning Antimicrobial Resistance and Prescription Practice in a Tertiary Hospital of a Middle-Income Country. Eom, S., Wen, H., & Ashill, N. (2006). Effectiveness of Moodle-enabled blended learning in private Indian Business School teaching NICHE programs. Besides, there's a serious insufficiency in the training of higher-order thinking . 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%). 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. Preferably working experience in a university environment supporting teaching and learning. 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 online environments. 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. Factors such as learners hours of employment and family responsibilities are known to impede learners process of learning, blended learning inclusive (Cohen, Stage, Hammack, & Marcus, 2012). Hara, N. & Kling, R. (2001). This workbook provides hands-on training exercises that help you design and implement an effective program with practical guidance from the experts. This justifies our approach in dealing with the design features of blended learning in this study. The frequency of the face-to-face sessions is shown in the table below as preferred by learners (Table5). Other self-developed instruments were used for the other remaining variables of attitudes, computer competence, workload management, social and family support, satisfaction, knowledge construction, technology quality, interactions, learning management system tools and resources and face-to-face support. 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. 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. 2023 BioMed Central Ltd unless otherwise stated. -. Solutions to the top 10 challenges of blended learning. The authors also show that learners need time budgeting, appropriate technology tools and support from friends and family in web-based courses. E-Leader Krakow, 2008. In Greer, Hudson & Paughs study as cited in Park and Choi (2009), family and peer support for learners is important for success in online and face-to-face learning. These factors, once addressed, can lead to learner satisfaction in e-learning and blended learning and eventual effectiveness. Cohen, K. E., Stage, F. K., Hammack, F. M., & Marcus, A. Available from selfdeterminationtheory.org/intrinsic-motivation-inventory/. (2012). Support is needed for learners from all areas in web-based courses and this may be from family, friends, co-workers as well as peers in class. MathSciNet Project-based learning is a learning style that's completely separate to blended learning, but combining the two can be highly effective. . The influence of system characteristics on e-learning use. (2011). Impact of learning strategies and motivation on performance: A study in Web-based instruction. Peer support is required by learners who have no or little knowledge of technology, especially computers, to help them overcome fears. Martinengo L, Yeo NJY, Markandran KD, Olsson M, Kyaw BM, Car LT. Int J Nurs Stud. 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. Lin and Vassar, (2009) indicated that learner success is dependent on ability to cope with technical difficulty as well as technical skills in computer operations and internet navigation. Technology: It uses technology to enhance learning. Rovai, A. P. (2003). Sun P, Tsai RJ, Finger G, Chen Y, Yeh D. What drives a successful e-Learning? PMC Motivation and learner characteristics affecting online learning and learning application. Web-based learning: pros, cons and controversies. What are the student characteristics and blended learning design features for an effective blended learning environment? Can you keep learners online? Training, 37(3), 6475. Education and Information Technologies, 12, 165174. The relationship between self regulation and online learning in a blended learning context. The normal probability plot was seen to lie as a reasonably straight diagonal from bottom left to top right indicating normality of our data. (2014). The end of semester results were used to measure learner performance. Communication Education, 37(3), 198207. Mountains of the Moon University, P.O. . 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. One popular method of delivering microlearning content is through the use of microlearning videos. Learner ability to assess and critically evaluate knowledge sources is hereby established in our findings. Accessed 2 Aug 2016. 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. 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. CONFLICTS OF INTEREST The Effectiveness of Online and Blended Learning from Schools: A Scoping Review Final published version, 1.17 MB Fingerprint Dive into the research topics of 'The Effectiveness of Online and Blended Learning from Schools: A Scoping Review'. K-12 online learning: A survey of U.S. school district administrators. The efficient use of learning management system and its tools improves learning outcomes in e-learning and blended learning environments. Flexibility: Blended learning is flexible and allows students to learn at their own pace. Studies comparing blended learning with traditional face-to-face have indicated that learners perform equally well in blended learning and their performance is unaffected by the delivery method (Kwak, Menezes, & Sherwood, 2013). . ICT-in-education toolkit reference handbook. Regarding knowledge construction, it has been noted that effective learning occurs where learners are actively involved (Nurmela, Palonen, Lehtinen & Hakkarainen, 2003, cited in Zhu, 2012) and this may be an indicator of learning environment effectiveness. This study is done in the context of a plan to undertake innovative pedagogy involving use of a learning management system (moodle) for the first time in teaching and learning in a Ugandan university. Establishing the significant predictors of outcomes in blended learning will help to inform planners of such learning environments in order to put in place necessary groundwork preparations for designing blended learning as an innovative pedagogical approach. Goyal, E., & Tambe, S. (2015). Determinants for success in online learning communities. Moodle has helped learners to accomplish their learning tasks more quickly (74%) and that as a LMS, it is effective in teaching and learning (88%) with overall satisfaction levels at 68%. We identified 56 eligible articles. Evaluate post-coaching data to supervise coaching effectiveness, provide insights and action . 4. A blended learning education is one that combines online and in-person course components into a single curriculum. (2012) regarding technology as a predictor of learner satisfaction. It is noted that learner satisfaction with a learning management system can be an antecedent factor for blended learning effectiveness. 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. Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. Our results show, on the contrary, that these factors are drivers for blended learning effectiveness because learners have a good balance between work and study and are supported by bosses to study. The design features under study here include interactions, technology with its quality, face-to-face support and learning management system tools and resources. In other words, hybrid classrooms on the Internet can reach and engage students in a truly customizable way. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. : design factors affecting student satisfaction and dissatisfaction with a learning management system tools and support from friends and in. 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