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Blended vs. Traditional Course Delivery: Comparing Students’ Motivation, Learning Outcomes, and Preferences. Quarterly Review of Distance Education, 17(1).
Abstract
This study sought to compare and assess students’ experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching one section of an undergraduate English Literacy course using the face-to-face format while, in the same semester, teaching another section of the same class in a hybrid/blended format were willing to invite students (Blended: n = 26; Traditional: n = 26) to participate in this study. Students in the blended course reported significantly higher overall learning motivation (p = .045) than students in the traditional course. They also reported higher levels of learning outcomes (p = .45) and final grades (p = .192) with no significant difference. Moreover, blended learners indicated that they would like to take more blended classes and would recommend them to their friends.
... In addition, in the current study, students who chose BlendFlex instruction performed slightly better than students who chose face-to-face instruction, but there were no significant differences found between these two delivery methods. This was similar to the results of previous studies comparing face-to-face and blended instructions (Adams, 2013;Blissitt, 2016;Tseng & Walsh, 2016). For example, Adam (2013) implemented a quasi-experimental, mixed-method, posttest design to compare academic outcomes and course satisfaction between students who received face-to-face (face-to-face lectures and lab sessions) and blended instructions (webenhanced CD-ROM lectures). ...
... She discovered that there were no significant differences found in posttest scores between these two delivery methods. Tseng and Walsh (2016) compared students' motivation, level of learning outcomes and skills, and learning achievements (final grades) in an undergraduate English literacy course using two different delivery methods, faceto-face and blended instructions. Although students in blended instruction reported significant higher motivation and higher levels of learning outcomes, Tseng and Walsh (2016) found no significant differences in final grades of students between these two delivery methods. ...
... Tseng and Walsh (2016) compared students' motivation, level of learning outcomes and skills, and learning achievements (final grades) in an undergraduate English literacy course using two different delivery methods, faceto-face and blended instructions. Although students in blended instruction reported significant higher motivation and higher levels of learning outcomes, Tseng and Walsh (2016) found no significant differences in final grades of students between these two delivery methods. ...
... One of the essential goals of an instructional design is to promote learners' willingness to continuously and actively use the designed learning approach (Cheng & Yeh, 2009). If the learning procedure is interesting, goal-oriented, and makes students feel confident and satisfied, they should not only feel motivated but also be willing to adopt such learning methods in their future studies (Tseng & Walsh, 2016;Turel & Sanal, 2018). Based on the ARCS model, the present study would further investigate how motivational factors exert influence on students' intention to engage with MOOCs content under the embedded MOOCs approach. ...
... As discussed above, a variety of instructional tactics, along with the quality content of MOOCs, can be used to stimulate and sustain students' attention in the embedded MOOCs approach. Social support of peer students and instant feedback from instructors are likely to increase students' satisfaction and engagement, and further motivate students to adopt such a learning approach (Griffiths et al., 2015;Gutiérrez-Santiuste et al., 2015;Tseng & Walsh, 2016). The MOOC content can be delivered and explained by local instructors which is likely to enhance confidence perception as the students get to participate in the learning process. ...
While Massive Online Open Courses (MOOCs) have seen a surge in enrollments in higher education around the world especially during the Covid-19 pandemic, it is unclear if learners from the economically disadvantaged regions (EDR) are also able to capitalize on them. Specifically, challenges related to using MOOCs in these regions have been reported in the literature. Thus, the objective of this paper is to address the pedagogical challenge by investigating approaches to leverage MOOCs for learners in EDR. Drawing from the ARCS (i.e. Attention, Relevance, Confidence and Satisfaction) model, we proposed an embedded MOOCs approach where bite-sized MOOCs segments are integrated into in-class lectures under the guidance of the instructors. The effectiveness of the embedded MOOCs approach was evaluated and compared with other instructional methods. Results from randomized experiments showed that the embedded MOOCs approach had higher evaluations in terms of attention, relevance and satisfaction than face-to-face learning approach. In addition, the embedded MOOCs approach outperformed asynchronously blended MOOCs in enhancing students’ relevance perception. Regression analysis further revealed that attention, confidence, and satisfaction perceptions were positively associated with students’ intention to adopt the embedded MOOCs approach in their future studies. The findings shed light on how to utilize MOOCs and re-use content in MOOCs for global benefits and enable new pedagogical developments. The findings also underscore the importance of local social support and offline interactions to support the online learning materials.
... The study (Tseng H., 2016) noted that blended learning format uses different teaching strategies and learning technologies to help people with different learning styles, needs and interests. ...
The article addresses to the issue of communicative competence formation of foreign students in the conditions of distance learning. The number of foreign students has been determined, which currently are studying in Ukrainian universities. The introduction of distance learning is emphasized to be one of the ways to modernize higher education. The concepts of “distance learning” and “competence” has been clarified. The problems which arose at the beginning of the widespread implementation of distance learning are noted. One of the adaptation advantages of distance learning is holding frequent large-scale online meetings. Articles of domestic and foreign scientists on distance education and communicative competence formation to foreign students are covered. It was found that the main factors influencing the communicative competence formation to students are professional orientation, humanistic style of communication and focus on the cultural aspect. The requirements for teacher’s of higher educational institutions have been defined in order to form communicative competence in foreign students. The relevance of distance learning implementation in the educational process has been emphasizes. The scientist, who first started the research on distance learning, found out the differences between online and traditional learning. Emphasis is placed on synchronous and asynchronous modes of distance learning. The essence of complex learning has been also revealed. The advantages and disadvantages of distance learning are investigated. The process of organizing educational activities online is presented – which is a foreign language learning. Educational platforms for the distance learning organization are presented. The advantages of working on the platform “Moodle” and “Coursera” are revealed. Conclusions are made regarding the raised issue.
... Moreover, BL permits students to access diverse online resources, giving students more chances to interact with other colleagues and to get variety points of view. In this way, students can improve their capacities, be more involved in learning process and be more able to fit in any learning context [13,14,15]. ...
Although higher education institution interested in the blended learning, it is still in its construction phase at Egyptian Universities. Aim: To assess international students’ perceived usefulness and satisfaction with Midwifery blended learning course. Method: A descriptive research design was utilized on 76 International students at Faculty of Nursing, Mansoura University. Tool of data collection: An on-line self-administered questionnaire which consisted of three parts to assess the international students’ general characteristics, international students’ perceived usefulness of Professional Midwifery blended learning course and factors affecting international students' satisfaction with the blended learning. Results: The present study revealed that most international students had positive perception about usefulness of Midwifery blended course, as it offered a variety of ways to assess students’ learning, provided fewer face to face lecture and more learning material processed in the electronic form and also that blended learning course had attractive features. Additionally, most international students were satisfied with teacher performance in handling the Midwifery blended course and satisfied with the course flexibility. Furthermore, all international students were satisfied with educational environment provided by the blended course, while most of them were not satisfied with the internet speed at University. Conclusion: The present study revealed that most international students had positive perception about usefulness of, and satisfied with Midwifery blended course. Recommendation: Applying extra internet server for University to improve the internet speed
Blended learning is an instructional approach that combines traditional face-to-face learning and online learning. There have been debates on the effectiveness and practicality of blended learning use in higher education, yet studies that specifically examine blended discussions to support EFL learning and teaching are still scarce. Thus, this study aimed to explore how variables such as face-to-face, asynchronous, and synchronous discussions in the blended learning environment influenced students’ learning motivation and reading achievement. Fifty-one students at a private university in southern Taiwan participated in this study. The research results showed that students’ reading scores significantly improved after participating in the blended discussion activity. The highest-scoring group outperformed the other two proficiency groups after applying face-to-face and asynchronous discussion modes. However, no significant difference was found among different proficiency-level learners in synchronous discussion mode. Moreover, students’ asynchronous discussion had a significantly moderate influence on their reading performance. Based on the research results, pedagogical implications, limitations, and future research are discussed and presented.
Abstract
While research on cognitive and metacognitive abilities of bilingual and biliterate students has been advancing, limited studies have examined these influences in the Arabic context. The current study explores the influences of cognitive and metacognitive abilities on the bilingualism and biliteracy of Emirati fifth-grade students whose mother tongue is Arabic but who are learning core subjects in English. This is an explanatory sequential mixed method study where quantitative data from Grade 5 students (n = 350), and their Arabic and English teachers (n = 200; and n = 150 respectively) were first collected, followed by in-depth interviews with three students, two English teachers, and two Arabic teachers. Findings showed that students used their cognitive and metacognitive abilities more freely in Arabic lessons as compared to English. However, Arabic teachers reported that students use background knowledge in their first language in a better way but also demonstrated insufficient transfer strategy between the two languages.
Abstract Many universities offer Distance Education (DE) courses and programs to address the diverse educational needs of students and to stay current with advancing technology. Some Institutions of Higher Education (IHE) that do not offer DE find it difficult to navigate through the steps that are needed to provide such courses and programs. Investigating learners’ perceptions, attitudes and willingness to try DE can provide guidance and recommendations for IHEs that are considering expanding use of DE formats. A survey was distributed to undergraduate students in Portugal, UAE and Ukraine. The results of this pilot study showed that in all three countries, students’ major concerns about such programs were time management, motivation, and English language skills. Although students were somewhat apprehensive many indicated they were interested in taking DE courses. Six recommendations informed by interpretation of students’ responses and the literature, are offered to assist institutions who want to offer DE as part of their educational strategy.
A research investigation was conducted to find out the effect of blended learning approach on students' academic achievement and practical skills in science laboratories. Specifically, it aimed to: determine the level of academic achievement of students as exposed to blended learning approach and to those exposed to non-blended learning approach; ascertain the practical skills of students exhibited when exposed to blended learning approach and to those exposed to non-blended learning approach in terms of: questioning, designing, communicating, recording, analyzing, and interpreting; compare the academic achievement of students toward science laboratories when exposed to blended learning approach and non-blended learning approach; and differentiate the practical skills exhibited by students toward science laboratories when exposed to blended learning approach and non-blended learning approach. The study utilized the quasi-experimental design to determine the students' academic achievement and practical skills in science laboratories through blended learning approach. Two intact classes such as third section class exposed to blended learning approach and second section class exposed to non-blended learning approach were administered with a developed teacher-made test questions and adapted questionnaires on practical skills inventory. Descriptive statistics such as mean and percentages, and analysis of covariance were also used. Results showed that those students exposed to blended learning improved their academic achievement from pre-test to posttest and leveled-up their scores with those students non-exposed to blended learning. The practical skills manifested by students were interpreting, communicating, designing, recording, analyzing, and questioning. Further results showed no significant difference existed between academic achievement of students exposed to blended learning approach and to those exposed to non-blended learning approach, both improved their performances, thus failed to reject the stated null hypothesis. There is significant difference in the practical skills manifested between those students exposed to blended learning approach and those non-exposed to blended learning approach, thus rejecting the stated null hypothesis.
Among the many studies focusing on the effect of learner and instructional variables on learning outcomes, few studies have investigated the effect of these variables and their mediating mechanisms influencing students' learning within a blended learning environment. This study examined the influence of instructional and learner variables on learning outcomes for a blended instruction course offered for undergraduate students. Data analysis indicated that age, prior experiences with distance learning opportunities, preference in delivery format, and average study time are those learner antecedents differentiating learning outcomes among groups of college students. From a regression analysis, the influence of learner, instructional, and motivational variables on learning outcomes found to be consolidated around one variable in learning application. © International Forum of Educational Technology & Society (IFETS).
As MPA programs search for teaching options that meet students’ needs and maintain program quality, many are exploring various distance learning formats. This paper evaluates whether students with synchronous learning and asynchronous learning experiences received a different quality of instruction in an course that blended distance and face-to-face learning. The authors review the literature on blended learning distance education as an alternative to online-only distance education, discuss the model of blended learning distance education used in the course described in this analysis, and then review their hypotheses, research methodology, and statistical analysis. The authors conclude with a brief discussion of the implications of this experiment for other MPA programs that might explore a blended learning distance education component in their curriculum.
P>Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.
Keywords: Blended learning, sense of community, higher education, online learning, computer-mediated communication, faculty training</P
We used structural equation analysis to test the validity of a goal mediational model for conceptualizing the influence of individual and situational variables on students' cognitive engagement in science activities. Fifth- and sixth-grade students (N = 275) from 10 classrooms completed a set of questionnaires designed to assess their goal orientations and their use of high-level or effort-minimizing learning strategies while completing six different science activities. Results indicate that students who placed greater emphasis on task-mastery goals reported more active cognitive engagement. In contrast, students oriented toward gaining social recognition, pleasing the teacher, or avoiding work reported a lower level of cognitive engagement. The relative strength of these goals was related to differences in students' intrinsic motivation and attitudes toward science. Our analyses also suggested that these variables exerted a greater influence in small-group than in whole-class activities.
