(2014). Oxford Group, (2013). Student characteristics and learning outcomes in a blended learning environment intervention in a Ugandan University. 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. Computers & Education, 47(2), 222244. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. Accounting undergraduates changing use of ICT and their views on using the internet in higher education-A Research note. Rigorous discovery of such competences can finally lead to a confirmation of high possibilities of establishing blended learning. doi: 10.2196/16504. FOIA Blended learning is a type of learning that allows learners to utilize the ability to learn both face-to-face and online through digital platforms. The conceptual model for our study is depicted as follows (Fig. Privacy This will make our conclusions about the potential of blended learning effectiveness. Computers & Education, 6(1), 116. (2007). 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 indicators of self regulation exist as well as positive attitudes towards blended learning. Although significant publication bias was found, the trim and fill method showed that the effect size changed to 0.26 (95% CI -0.01 to 0.54) after adjustment. Beard, L. A., Harper, C., & Riley, G. (2004). Self regulation as a learner characteristic is a predictor of knowledge construction. Supervised learning techniques were applied: linear regression and k-means clustering. 4. Sankaran, S., & Bui, T. (2001). Kintu, M. J., & Zhu, C. (2016). 5. Blended Learning Program: How To Measure Its Effectiveness Two reviewers independently evaluated study quality and abstracted information including characteristics of learners and intervention (study design, exercises, interactivity, peer discussion, and outcome assessment). Mountains of the Moon University, P.O. Moving towards e-learning paradigm: Readiness of higher education instructors in Palestine. 2022 Dec;10(23):1270. doi: 10.21037/atm-22-5112. However, there has yet to be a quantitative synthesis evaluating the effectiveness of blended learning on knowledge acquisition in health professions. 2023 BioMed Central Ltd unless otherwise stated. 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. Blended learning strategy is an increasingly used term which refers to the traditional classroom integrated with technological advancement to create a hybrid teaching methodology. The authors also show that learners need time budgeting, appropriate technology tools and support from friends and family in web-based courses. They showed that it is beneficial for them (94%) and that it was an important way of studying (84.3%). Kenney, J., & Newcombe, E. (2011). Distance education drop-out: What can we do? Student distress in web-based distance education. Objective: 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. Available on cedma-europe.org. Learners do well with word processing, e-mail, spreadsheets and web browsers but still lag below average in html tools. 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. Motivation and learner characteristics affecting online learning and learning application. HHS Vulnerability Disclosure, Help Picciano, A., & Seaman, J. Project-based learning relies on immersing learners in one particular project, whether it's a question or challenge, and focusing on solving that one problem over a period of time. Among the blended learning design features, only learner interaction was a significant factor to learner satisfaction and knowledge construction. BMC Med Educ. Lim, D. H., & Kim, H. J. Middle East Journal of Scientific Research, 8(2), 488492. Kintu, M.J., Zhu, C. & Kagambe, E. Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. Study results by Swan (2001) indicated that student-teacher interaction strongly related with student satisfaction and high learner-learner interaction resulted in higher levels of course satisfaction. It also gives the factors that are considered to be significant for blended learning effectiveness. Student satisfaction, performance and knowledge construction in online collaborative learning. Technology quality for effective blended learning is a potential for effectiveness though features like the blog and wiki are rarely used by learners. Cronbachs alpha was used to test reliability and the table below gives the results. In Neuwe Medien in Unterricht, Aus-und Weiterbildung Waxmann Munster, New York. Eom, Wen, and Ashill (2006) using a survey found out that interaction, among other factors, was significant for learner satisfaction. Pituch, K. A., & Lee, Y. K. (2006). The following best practices are helpful in creating a successful blended classroom environment. blended learning; effectiveness; health professions; knowledge; meta-analysis. An independent t-test revealed that the difference between the performances was not statistically significant (t=1.569, df=228, p=0.05, one tailed). 60% of teachers notice blended learning improves academic ability. JAMA. JBI Database System Rev Implement Rep. 2015. International Journal of Educational Technology in Higher Education Peers showed great care during the blended learning experience (81%) and their experiences were appreciated by the society (66%). . Research shows that blended learning strategies have the proven potential to enhance both the effectiveness and the efficiency of meaningful learning experiences. 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. Journal of Management Information Systems, 19(4), 930. Poptropica English Islands, a more intensive version of Poptropica English, allows pupils to enter a fun world of adventure where they develop solid English Language skills and are prepared for . From the Postgraduate Directorate (n=17), first and second year students were selected because learners attend a face-to-face session before they are given paper modules to study away from campus. The aim of the study was to compare the effectiveness of face-to-face, blended and e-learning in teaching in local anaesthesia by assessing students' knowledge gain, performance of practical skills and satisfaction with the course. Effectiveness of Moodle-enabled blended learning in private Indian Business School teaching NICHE programs. -. 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 . E-learning and retention key factors influencing student withdrawal. E-Leader Krakow, 2008. 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. Interaction capabilities between instructors and learners using email, discussion boards, or chat rooms can enhance student engagement and allow space for collaborative 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. This revealed a significant difference in performance (F(1,236=8.498, p<.001). Blended learning, defined as the combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has grown rapidly and is now widely used in education. doi: 10.1136/pgmj.2006.054189. Find out more here . 2. (2000). They have dealt with emotional intelligence, resilience, personality type and success in an online learning context (Berenson, Boyles, & Weaver, 2008). Why Blended Learning Really Works for Busy Professionals. Maidenhead: OUP McGraw-Hill. They showed positivity with it as it improved their understanding of course material (Ahmad & Al-Khanjari, 2011). Kuo, Y., Walker, A. E., Belland, B. R., & Schroder, L. E. E. (2013). The design features under study here include interactions, technology with its quality, face-to-face support and learning management system tools and resources. 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. 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. 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. ERIC Document Reproduction Service No. It is therefore a planning evaluation research design as noted by Guskey (2000) since the outcomes are aimed at blended learning implementation at MMU. Selim, H. M. (2007). Journal of Education and Practice, v7 n35 p109-116 2016 The study aimed at identifying the effectiveness of blended learning in improving students' achievement in the third grade's science in the traditional method. This 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. Zhu, C. (2012). Green, J., Nelson, G., Martin, A. J., & Marsh, H. (2006). Goyal and Tambe (2015) noted that learners showed an appreciation to Moodles contribution in their learning. Knowledge construction process in online learning. 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. Pallant, J. Naaj, M. A., Nachouki, M., & Ankit, A. Journal of Instructional Psychology, 28(3), 191198. 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). "They condensed about 2,900 hours of classroom training into 700 hours of web-based learning, 200 hours of distance learning and 500 hours of classroom instruction, a cut of 53 percent." 5. 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%). Journal of Information Technology Education: Research, 11, 185200. Islam, A. K. M. N. (2014). You will play a significant role in the training and development of a successful and effective Asia Seller Education team. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. Their preference for the online session was only in as far as it complemented the traditional face-to-face learning. This is being currently undertaken through a . 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. From these, one course unit was selected from each school and all the learners following the course unit were surveyed. A higher percentage (85.3%) is reported on learners getting support from family regarding provision of essentials for learning such as tuition. Learner satisfaction with the online system and its tools shows prospect for blended learning effectiveness but there are challenges in regard to locating course content and assignments, submitting their work and staying on a task during online study. The efficient use of learning management system and its tools improves learning outcomes in e-learning and blended learning environments. 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. Learners in the study found Moodle to be an effective educational tool. (2008), no statistically significant differences exist between age groups. 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