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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). 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. 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.
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. 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. The blended learning delivery of anatomy modules has been applied for the first time and perhaps come to stay, hence its legitimacy and efficiency. Learner interactions were seen from three angles of cognitivism, collaborative learning and student-teacher interactions. Lynch, R., & Dembo, M. (2004). The usability of the online system, tools and resources was below average as shown in the table below in percentages (Table3): However, learners became skilled at navigating around the learning management system (79%) and it was easy for them to locate course content, tools and resources needed such as course works, news, discussions and journal materials. 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%. And a May 2021 Mercer study found that 70% of companies said they were planning to adopt the hybrid work model [4]. WebThis research concluded that blended learning was effective to assist the students to learn English grammar.
Available from selfdeterminationtheory.org/intrinsic-motivation-inventory/. Kwak, D. W., Menezes, F. M., & Sherwood, C. (2013). Collaborative learning was average at 50% with low percentages in learners posting challenges to colleagues ideas online (34%) and posting ideas for colleagues to read online (37%). Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). This innovative pedagogical approach has been embraced rapidly though it goes through a process.
(2014).
An effective blended learning platform lets employees track their performance via periodic online quizzes and tests and saves you valuable time spent in collecting training feedback in a physical 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 However, blended learning effectiveness may be dependent on many other factors and among them student characteristics, design features and learning outcomes. A one-way ANOVA between subjects was conducted to establish the differences in performance between age groups.
Adopting a blended learning approach: Challenges, encountered and lessons learned in an action research study. Studies indicate that student characteristics such as gender play significant roles in academic achievement (Oxford Group, 2013), but no study examines performance of male and female as an important factor in blended learning effectiveness. From our perspective, this can be considered to be accomplishment in the knowledge construction process. 1. Therefore, further well-designed randomized controlled trials should be done. (2015). High learner intrinsic motivation leads to persistence in online courses as noted by Menager-Beeley, (2004) and is high enough in our study. Song, Singleton, Hill, and Koh (2004) examined online learning effectiveness factors and found out that time management (a self-regulatory factor) was crucial for successful online learning. Blended learning is meant to increase learners levels of knowledge construction in order to create analytical skills in them. Peers showed great care during the blended learning experience (81%) and their experiences were appreciated by the society (66%). The Online Journal of New Horizons in Education, 5(2), 1422. 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. In addition, blended learning can incorporate a variety of different learning approaches and permits the curriculum to be customized to employees core learning styles, whether visual, auditory, reading/writing, or kinesthetic. 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. ED 457 822. 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%). WebCreating Effective Blended Language Learning Courses - Daria Mizza 2020-08-31 Blended 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. 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.
Which factors (among the learner characteristics and blended learning design features) predict student satisfaction, learning outcomes, intrinsic motivation and knowledge construction? They however reported that there was intermittent breakdown during online study (67%) though they could complete their internet program during connection (63.4%). 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. 
International Review of Research in open & Distance Learning, 9(2), 116. 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. A Learning Management System (LMS) that monitors employee progress through eLearning video courses, letting management provide feedback and assistance when needed, in conjunction with live classroom sessions. Thorne defined it as the best means of developing learning materials that suit the needs of students by using innovative, technological advances.Garrison and Vaughan argue that BL, the thoughtful fusion of face-to-face and This paper focuses on a set of quantitative data pertaining to the perception of blended learning, attitude towards technology, effectiveness and efficiency of blended learning by using path analysis. Dissertation Abstracts International, 64(9-A), 3191. Provided by the Springer Nature SharedIt content-sharing initiative. 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). 2023 BioMed Central Ltd unless otherwise stated.
This is supported by Selim (2007) that learners need to posses time management skills and computer skills necessary for effectiveness in e- learning and blended learning. WebKeywords: Backward design, blended learning, Moodle, PISA, OECD, secondary school, understanding by design, virtual learning Introduction The global delivery of education is in flux. Privacy An e-learning approach to secondary education in Palestine: opportunities and challenges. Blended learning as defined by Dziuban et al.
The causal ordering of self-concept and academic motivation and its effect on academic achievement.
Our study has not agreed with Eom et al. (2009). But its not an entirely new phenomenon. It explores learning design frameworks and strategies to offer effective, 24/7, anywhere-anytime PD rate and eliminating illiteracy; blended learning increases the learning effectiveness to a large degree, decreases the time environment required for training, decreases the training costs, allows the learner to study at his favorite Researchers indicate that teacher presence in face-to-face sessions lessens psychological distance between them and the learners and leads to greater learning. WebBecause it combines the two advantages of instructional models, blended learning has positive impact to the learning process.
Thompson, E. (2004). 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. Swan, K. (2001).
Evaluating student satisfaction with blended learning in a gender-segregated environment. 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. Objectives 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. Blended learning has been one of the most widely discussed (and implemented) practices of the past few years. Guskey, T. R. (2000). Distance education drop-out: What can we do? ), Distance education. In line with Loukis (2007) the LMS quality, reliability and ease of use lead to learning efficiency as technology quality, online tools are predictors of learner satisfaction and intrinsic motivation. Eom, S., Wen, H., & Ashill, N. (2006). A. 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. The plan under which the various variables were tested involved face-to-face study at the beginning of a 17 week semester which was followed by online teaching and learning in the second half of the semester.
All authors read and approved the final manuscript. Our R-square values was at 0.525 meaning that the independent variables explained about 53% of the variance in overall satisfaction, motivation and knowledge construction of the learners. This paper examines the design and development of a mobile-mediated professional development program for primary school teachers. Assessing the impact of blended learning on student performance. Student characteristics and learning outcomes in a blended learning environment intervention in a Ugandan University. 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. Cronbachs alpha was used to test reliability and the table below gives the results. Learner ability to assess and critically evaluate knowledge sources is hereby established in our findings.
Library Philosophy and Practice. [3] Remote Work Persisting and Trending Permanent, [4] Most US employers with flexible work plans choose hybrid work, Mercer says. Picciano, A., & Seaman, J. This justifies our approach in dealing with the design features of blended learning in this study.
Self-regulatory skills of time management lead to better performance and learners ability to structure the physical learning environment leads to efficiency in e-learning and blended learning environments. ), Learning Through Teaching (Proceedings of the 6th Annual Teaching Learning Forum, pp. The Electronic Journal of e-learning, 6(1), 1930. (2009) Effects of immediacy on recall of information. https://doi.org/10.1186/s41239-017-0043-4, DOI: https://doi.org/10.1186/s41239-017-0043-4. Generally, learners performed well in blended learning in the final examination with an average pass of 62% and standard deviation of 7.5. Green, J., Nelson, G., Martin, A. J., & Marsh, H. (2006). The effectiveness of blended learning may be dependent on student characteristics, design features, and learning outcomes.
WebThe project aims at promote blended learning and self-regulated learning in Hong Kong secondary school and primary schools. Score 50 and above is considered a pass in this studys setting and learners scoring this and above will be considered to have passed. Eom, Wen, and Ashill (2006) using a survey found out that interaction, among other factors, was significant for learner satisfaction. WebFour-tier blended learning model: Tier 1: Online content covering topics such as evaluation, retention and conflict resolution. Influence of computer literacy on post-graduates use of e-resources in Nigerian University Libraries. Effect of Moodle on learning: An Oman perception. A study by Naaj et al. 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/. Assessing the acceptance of a blended learning university course. International Review of Research in Open and Distributed Learning, 14(1), 1639. 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 is therefore pertinent that since the use of blended learning applies high usage of computers, computer competence is necessary (Abubakar & Adetimirin, 2015) to avoid failure in applying technology in education for learning effectiveness. 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). WebThe results of the percentage of aspects produced by several aspects of learning effectiveness are: the completeness of learning from mathematics learning outcomes is very good with a percentage of 93% complete classical learning and from the results of questionnaires of 70% with effective classification, learning activities of 75% with Learners do well with word processing, e-mail, spreadsheets and web browsers but still lag below average in html tools. By using this website, you agree to our 324332). Technology quality and interactions are the only design features predicting learner knowledge construction, while social support, among the learner backgrounds, is a predictor of knowledge construction. Article Blended learning is a powerful approach to corporate training, learning, and development that has several clear benefits for businesses. Student satisfaction, performance and knowledge construction in online collaborative learning. Kenney, J., & Newcombe, E. (2011). (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 In this study, we investigate the use of Moodle and its tools as a function of potential effectiveness of blended learning. WebAmsterdam, North Holland, Netherlands.
Improving online learning: student perceptions of useful and challenging characteristics. Motivation and learner characteristics affecting online learning and learning application. Effect of blended environment model on high school students academic achievement. 9. Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Communication Education, 37(3), 198207. Advantages include: 1. Webrate and eliminating illiteracy; blended learning increases the learning effectiveness to a large degree, decreases the time environment required for training, decreases the 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. Student-teacher interactions are known to bring satisfaction within online courses. (2012). Journal of Asynchronous Learning Networks, 13(3), 115127. It was also noted that learners may not continue in e- and blended learning if they are unable to make friends thereby being disconnected and developing feelings of isolation during their blended learning experiences (Willging & Johnson, 2009). Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. (2009). The magnitude of the differences in the means is small with effect size (d=0.18). 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. 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. 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. 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. International Journal on E-Learning, 11(4), 441463. volume14, Articlenumber:7 (2017) 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. 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. ERIC Document Reproduction Service No. Their computer confidence levels are reported at 75.3% and specifically feel very confident when it comes to working with a computer (85.7%).
Oxford Group, (2013). Solutions to the top 10 challenges of blended learning. Marriot, N., Marriot, P., & Selwyn. Their study further shows that learners construct meaning individually from assignments and this stage is referred to as pre-construction which for our study, is an aspect of discovery in the knowledge construction process. WebBlended learning provides the necessary communication, collaboration, and learning technology to quickly and efficiently keep employees up-to-date on new procedures and The outcomes under scrutiny in this study include performance, motivation, satisfaction and knowledge construction.
The technology quality during the blended learning intervention was rated at 69% with availability of 72%, quality of the resources was at 68% with learners reporting that discussion boards gave right content necessary for study (71%) and the email exchanges containing relevant and much needed information (63.4%) as well as chats comprising of essential information to aid the learning (69%). Blended learning approaches give managers and employees flexibility and convenience, and they empower employees by letting them learn at their own pace using digital tools. A blended learning model breaks the monotony of typical corporate training, giving learners a variety of digital tools and supportive resources to gain knowledge and truly retain information. 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). 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Retrieved 18 Aug 2015. Online students: Relationships between participation, demographics and academic performance. Learner and instructional factors influencing learner outcomes within a blended learning environment. Intrinsic Motivation Inventory.
