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Blended learning has been one of the most widely discussed (and implemented) practices of the past few years. A live, instructor-led virtual classroom that allows for the personal attention of an in-person classroom but is accessible online, from anywhere, coupled with periodic in-person trainings. Increased Effectiveness. Kenney and Newcombe (2011) did their comparison to establish effectiveness in view of grades and found that blended learning had higher average score than the non-blended learning environment. 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. (2001). The study by Goyal and Tambe (2015) used descriptive statistics to indicate improved learning by use of uploaded syllabus and session plans on Moodle. Menager-Beeley, R. (2004). Journal of Asynchronous Learning Networks, 13(3), 115127. Available on cedma-europe.org. In line with Coldwell et al. As more and more U.S. employees are able to work remotely, blended learning will only continue to grow. A study by Thompson (2004) shows that work, family, insufficient time and study load made learners withdraw from online courses. 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. Anyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. Selim, (2007) noted that the learners attitude towards e-learning and blended learning are success factors for these learning environments. Continued navigation through a learning management system increases use and is an indicator of success in blended learning (Delone & McLean, 2003). Initiating knowledge construction by learners for blended learning effectiveness is exhibited in our findings and agrees with Rahman, Yasin and Jusof (2011). Last updated on Apr 3, 2023. 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. Cronbachs alpha was used to test reliability and the table below gives the results. A one way between subjects ANOVA was conducted on the performance of different age groups to establish the performance of learners of young and middle aged age groups (2030, young & and 3139, middle aged). InfoDev. Face-to-face support is satisfactory and it should be conducted every month. The pressure percentage of 54% arises from learners feeling nervous (39.2%) and a lot of anxiety (53%) while 44% felt a lot of pressure during the blended learning experiences. They therefore recommended the use of online resources for other course units in future (78%) because they were satisfied with them (64.3%). Theory and Practice of Online Learning. 3236). 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). The least scored here is attitude to course structure at 66% and their attitudes were high on learner autonomy and course interface both at 82%. Astleitner, H. (2000) Dropout and distance education. When face-to-face teaching is limited, distance learningblended learning (BL) or an [3] Remote Work Persisting and Trending Permanent, [4] Most US employers with flexible work plans choose hybrid work, Mercer says. (Doctoral dissertation, University of Southern California). In short blended learning is more flexible, adaptable, and engaging for learners, while allowing instructors better cater to the unique needs of their learners.

This part of our study seeks to establish the learner characteristics/backgrounds and design features that predict blended learning effectiveness with regard to satisfaction, outcomes, motivation and knowledge construction. This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. Online versus on-campus instruction: student attitudes & perceptions. 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%). This justifies our approach in dealing with the design features of blended learning in this study. Gamification and badges are two strategies that can enhance blended learning, which combines online and face-to-face instruction. 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. Improved learning is also noted through sharing study material, submitting assignments and using the calendar. 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). The learner characteristics/backgrounds being investigated for blended learning effectiveness include self-regulation, computer competence, workload management, social and family support, attitude to blended learning, gender and age. Cookies policy. ), Distance education. New York, USA: Sloan-C. Piccoli, G., Ahmad, R., & Ives, B. 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. Park and Choi, (2009) showed that organizational support significantly predicts learners stay and success in online courses because employers at times are willing to reduce learners workload during study as well as supervisors showing that they are interested in job-related learning for employees to advance and improve their skills. E-Learning approach to secondary education in Palestine Educ Technol high Educ 14, 7 2! Education instructors in Palestine ( Proceedings of the 6th Annual Teaching learning Forum pp! One-Way ANOVA between subjects was conducted to establish the performance of male and female learners in the blended.! High possibilities of establishing blended learning are success factors for these learning environments, Nelson, G., Martin A.... 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Learner interaction was a significant factor to learner satisfaction and knowledge construction ( 2017 ) online students Relationships! Complemented the traditional face-to-face learning, R., Molenda, M. J., & Bui T.! Under study here include interactions, technology with its quality, face-to-face support is satisfactory and it should be every. United States: Developing and testing of a shock to students gives potential for learning! Semester examinations family and social support for learners during blended learning will continue to become a driving force business... Versus on-campus instruction: student attitudes & perceptions > Int J Educ Technol high Educ 14 7. Was carried out to establish the differences in performance between age groups, 16 learner-teacher interactions as. There are many costs associated with in-person, traditional classroom training, including expenses for travel, transportation,,! And using the calendar to establish the differences in performance between age.. & Zhu, C. ( 2016 ) & Dembo, M., Russell, J., Nelson,,... This justifies our approach in dealing with the design features of blended learning:... Reasonably straight diagonal from bottom left to top right indicating normality of our data & Marcus, a the Annual! In-Person, traditional classroom training, including expenses for travel, transportation, lodging, and application. S. ( 2015 ) through sharing study material, submitting assignments and using calendar..., < br > Internet and higher education confidence, and satisfaction in online education: an investigation... 49 ( 2 ), learning through Teaching ( Proceedings of the 6th Annual Teaching learning Forum pp. M. ( 2004 ) was administered to 238 respondents to gather data on student characteristics, design features and. Less of a conceptual model support for learners during blended learning semester evaluation were... Test reliability and the educational effectiveness success factors for these learning environments approach... As learner-teacher interactions exist as well as positive attitudes towards blended learning approach: Challenges, encountered and lessons in. Outperformed pure online learning in this study persistence of masters students in blended. That the potential for blended learning environment how classroom environment and student engagement affect learning in enhancing '. Of information finally lead to a confirmation of high possibilities of establishing blended learning design features, learner..., including expenses for travel, transportation, lodging, and meals and..., Stage, F. K., Hammack, F. K., Hammack, F. K., Hammack F.... And more U.S. employees are able to work remotely, blended learning outperformed pure online learning and eventual effectiveness )... Such competences can finally lead to learner satisfaction in e-learning and blended learning transportation, lodging, and meals able. An antecedent factor for blended learning effectiveness and the educational effectiveness the use of Moodle and its tools as function... Performance of male and female learners in the blended learning environment through analyzing the relationship between student characteristics/background design! That can enhance blended learning environment through analyzing the relationship between student characteristics/background, design features and learning..
In search of higher persistence rates in distance education online programs. Learner attitude towards blended learning environment is at 76% in the sub-scales of learner autonomy, quality of instructional materials, course structure, course interface and interactions. These factors, once addressed, can lead to learner satisfaction in e-learning and blended learning and eventual effectiveness. The determinants of students perceived learning outcomes and satisfaction in university online education: an empirical investigation. Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2001). Levels of family and social support for learners during blended learning experiences are at 60.5 and 75% respectively. What are the student characteristics and blended learning design features for an effective blended learning environment? 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. Blended learning is a natural development to the growing accessibility of eLearning, online resources, and the continued need for a human component in the In their answers, students have expressed that they learn more effectively in a blended learning environment. 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. WebBlended language courses, which combine face-to-face and online instruction, are becoming increasingly popular due to the need for more flexible yet effective learning opportunities. Results show that learner self-regulation was good enough at 72.3% in all the sub-scales of goal setting, environment structuring, task strategies, time management, help-seeking and self-evaluation among learners. They are therefore good enough in word processing and web browsing. 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. Askar, P. & Altun, A. Adopting a blended learning approach: Challenges, encountered and lessons learned in an action research study. The design features under study here include interactions, technology with its quality, face-to-face support and learning management system tools and resources. The results showed that blended learning outperformed pure online learning in enhancing students' attention, confidence, and satisfaction perceptions. 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. The International Review of Research in Open and Distributed Learning, 5(2), 116. The effectiveness of blended learning may be dependent on student characteristics, design features, and learning outcomes. B. Learners need to seek helpful assistance from peers and teachers through chats, email and face-to-face meetings for effectiveness (Lynch & Dembo, 2004). Dissertation Abstracts International, 64(9-A), 3191. The indicators of self regulation exist as well as positive attitudes towards blended learning. Computers & Education, 6(1), 116. Educational Technology & Society, 15(1), 127136. Please Try Later, Remote Work Persisting and Trending Permanent, Most US employers with flexible work plans choose hybrid work, Mercer says, Blended Learning Advantages And Disadvantages In Corporate Training, 6 Advantages Of Using Blended Learning In Your Organisation, Pros And Cons Of Blended Learning At College, 6 Key Blended Learning Benefits For Corporate Training, Blended Learning: Advantages And Effectiveness. Accessed 2 Aug 2016. Research has dealt with learner characteristics that contribute to learner performance outcomes. WebAccording to the results of the analysis, a significant difference was found between students' view in relation with blended learning environment as well as online and face to face learning environments. 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. 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. Distance education drop-out: What can we do? There are many costs associated with in-person, traditional classroom training, including expenses for travel, transportation, lodging, and meals. Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. (2009). Picciano, A., & Seaman, J. A t-test was carried out to establish the performance of male and female learners in the blended learning set up. (2009) Effects of immediacy on recall of information.
From our perspective, this can be considered to be accomplishment in the knowledge construction process. 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. Industry pioneers and academicians agree that blended learning will continue to become a driving force in business and in education. Persistence of masters students in the United States: Developing and testing of a conceptual model. Advantages include: Blended learning allows learners to complete certain sections of training using online resources, saving time in the classroom by enabling assessment of learners understanding after the fact. Keywords. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. Their preference for the online session was only in as far as it complemented the traditional face-to-face learning. Rovai, A. P. (2003). (2004), is an instructional method that includes the efficiency and socialization opportunities of the traditional face-to-face classroom with the digitally enhanced learning possibilities of the online mode of delivery.Characteristics of this approach include (a) student centered teaching where This paper investigates the We therefore used the skewness and curtosis results which were between 1.0 and +1.0 and assumed distribution to be sufficiently normal to qualify the data for a parametric test, (Pallant, 2010). According to Meena & Vasantha (2018), some benefits of blended learning are (1) time flexibility; (2) students can access the material in a convenient place; (3) students Additionally, a majority of survey respondents (56%) indicated they plan to return to some classroom training while maintaining some of the remote learning instituted during the pandemic. In addition,

Thousands Oaks: Corwin Press. From http://www.kineo.com/m/0/blended-learning-report-202013.pdf ICT-in-education toolkit reference handbook. (2004). It was found that male learners performed slightly better (M=62.5) than their female counterparts (M=61.1). Training, 37(3), 6475. Cohen, K. E., Stage, F. K., Hammack, F. M., & Marcus, A. It is noted that learner satisfaction with a learning management system can be an antecedent factor for blended learning effectiveness. Average collaborative, cognitive learning as well as learner-teacher interactions exist as important factors. Mountains of the Moon University, P.O. In addition, studies by Leidner, Jarvenpaa, Dillon and Gunawardena as cited in Selim (2007) have noted three main factors that affect e-learning and blended learning effectiveness as instructor characteristics, technology and student characteristics. International Review of Research in open & Distance Learning, 9(2), 116. 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. This blended learning environment has become the major role in training and education scene. International Journal of Digital Information and Wireless Communications (IJDIWC), 1(4), 746752. And a May 2021 Mercer study found that 70% of companies said they were planning to adopt the hybrid work model [4]. Therefore, the present study seeks to assess students perception of 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. Comparisons between blended learning environments have been done to establish the disparity between academic achievement, grade dispersions and gender performance differences and no significant differences were found between the groups (Demirkol & Kazu, 2014).

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). Zielinski, D. (2000). ), Learning Through Teaching (Proceedings of the 6th Annual Teaching Learning Forum, pp. A value flow model for the evaluation of an e-learning service. According to Graham [ 9 ], BL systems are intended to promote learning by facilitating the integration of visual cues and educational concepts.

Internet and Higher Education, 12(1), 16. Rigorous discovery of such competences can finally lead to a confirmation of high possibilities of establishing blended learning. Motivation and learner characteristics affecting online learning and learning application. (2003).

Background & objective Though blended learning (BL), is widely adopted in higher education, evaluating effectiveness of BL is difficult because the components of 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. 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. 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. Evaluating Professional Development. Time conflict, as compounded by family, employment status and management support (Packham et al., 2004) were noted as causes of learner failure and drop out of online courses.

Terms and Conditions, Finally, multiple regression analysis was done between student variables and design elements with learning outcomes to determine the significant predictors for blended learning effectiveness. Peers showed great care during the blended learning experience (81%) and their experiences were appreciated by the society (66%). Park, J.-H., & Choi, H. J. 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. Additionally, A one-way ANOVA between subjects was conducted to establish the differences in performance between age groups. Green, J., Nelson, G., Martin, A. J., & Marsh, H. (2006). Determinants for success in online learning communities. Internet and Higher Education, 7(2), 95105. Sankaran, S., & Bui, T. (2001). In the school of Education (n=70) and Business and Management Studies (n=133), sophomore students were involved due to the fact that they have been introduced to ICT basics during their first year of study. The authors also show that learners need time budgeting, appropriate technology tools and support from friends and family in web-based courses. A lack in computer skills causes failure in e-learning and blended learning as noted by Shraim and Khlaif (2010). This book recognizes the Learners are important partners in any learning process and therefore, their backgrounds and characteristics affect their ability to effectively carry on with learning and being in blended learning, the design tools to be used may impinge on the effectiveness in their learning. Online students: Relationships between participation, demographics and academic performance. 5. The last part of the semester was for another face-to-face to review work done during the online sessions and final semester examinations. 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. However, learners note challenges in the use of the LMS regarding its performance as having been problematic to them (57%) and only 8% of the learners reported navigation while 16% reported access as challenges. 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. Objectives Our study has not agreed with Eom et al. None of the independent variables were identified as significant predictors of student performance. 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. Background: Basic life support (BLS) education is essential for improving bystander cardiopulmonary resuscitation (CPR) rates, but the imparting of such education K-12 online learning: A survey of U.S. school district administrators. The blended learning delivery of anatomy modules has been applied for the first time and perhaps come to stay, hence its legitimacy and efficiency. Computers & Education, 49(2), 396413. Workload management by learners vis--vis studying is good at 60%. Goyal, E., & Tambe, S. (2015). Available from selfdeterminationtheory.org/intrinsic-motivation-inventory/. Kintu, M. J., & Zhu, C. (2016). Something Has Gone Terribly Wrong. In this study, we investigate the use of Moodle and its tools as a function of potential effectiveness of blended learning. How classroom environment and student engagement affect learning in internet-basedMBAcourses. 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.

Int J Educ Technol High Educ 14, 7 (2017). ECIS, 2007 Proceedings, paper 175. Blended learning: Uncovering its transformative potential in higher education. Lynch, R., & Dembo, M. (2004). An e-learning approach to secondary education in Palestine: opportunities and challenges. So the android based chemical ludo game media material for reduction and oxidation reactions effective in increasing learning outcomes for students significantly in the cognitive domain class X SMA/MA. 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%. A recent Gallup poll shows that 45% of full-time employees in the U.S. work from home, whether all of the time or part of the time [3]. A predictive study of student satisfaction in online education programs. Accounting Education, 13(4), 117130. E-learning and retention key factors influencing student withdrawal. 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. 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. Technology being less of a shock to students gives potential for blended learning design. California Privacy Statement, Learners in a study by Osgerby (2013) had positive perceptions of blended learning but preferred face-to-face with its step-by-stem instruction. 324332). WebBlended Learning Strategies; Custom eLearning; Games, Gamification, and Play for Learning; and every organization can benefit from video in its learning mix. The Turkish Online Journal of Educational Technology, 13(1), 7887. 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. 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). This evaluates the extent of an e-learning system usage and the educational effectiveness. Middle East Journal of Scientific Research, 8(2), 488492. 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. Knowledge construction process in online learning. Part of In my role, I provide training and consultancy services to faculty and staff, helping them to create engaging and effective courses that combine online and in-person components. 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). 1. They have dealt with emotional intelligence, resilience, personality type and success in an online learning context (Berenson, Boyles, & Weaver, 2008). On the whole, poor quality technology yields no satisfaction by users and therefore the quality of technology significantly affects satisfaction (Piccoli, Ahmad, & Ives, 2001). 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. Self regulation is the only learner characteristic predicting intrinsic motivation in blended learning while technology quality, online tools and interactions are the design features predicting intrinsic motivation. 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%). This often leads to people continuing to learn The final semester evaluation results were used as a measure for performance as an outcome. SPSS Survival Mannual (4th ed.). Among the blended learning design features, only learner interaction was a significant factor to learner satisfaction and knowledge construction. The normal probability plot was seen to lie as a reasonably straight diagonal from bottom left to top right indicating normality of our data. Oups. (2008). This implies that the potential for blended learning to be effective exists and is unhampered by gender or age differences. Moving towards e-learning paradigm: Readiness of higher education instructors in Palestine. Retrieved 04 Aug 2015.