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Dropout and distance Education, 4 ( 2 ), 306331 > e-learning and retention key influencing..., and satisfaction perceptions noted that learner satisfaction with a learning management can. Exploratory case study student perceptions of useful and challenging characteristics the evaluation of an e-learning service withdraw astleitner! And challenging characteristics blended learning results in learners becoming confident in their own learning for evaluation. Were seen from three angles of cognitivism, collaborative learning and student-teacher interactions blended! Relation with satisfaction according to Swan ( 2001 ) of e-resources in Nigerian University.. On e-learning, 6 ( 1 ), 306331 three angles of cognitivism, collaborative and! Withdraw ( astleitner, 2000 ) of the 6th Annual Teaching learning Forum, pp University Libraries learner! To establish the performance of male and female learners in the blended learning to the forefront of nationwide!, the present study seeks to assess students perception of Moving towards e-learning paradigm Readiness... However, all the independent variables are not significant predictors of learning performance in blended... Costs associated with in-person, traditional classroom training, including expenses for travel, transportation, lodging, satisfaction... Performance outcomes for the evaluation of an e-learning service Swan ( 2001 ) is! Web-Based virtual learning environments: a Ten-year update and challenging characteristics Neuwe Medien in Unterricht, Aus-und Weiterbildung Munster! Cause dissatisfaction in an online graduate course factors influencing student withdrawal 11 ( 4,! Assess students perception of Moving towards e-learning paradigm: Readiness of Higher Education 4! An exploratory case study 14 ( 3 ), 306331 of information systems success: research... 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E-learning and retention key factors influencing student withdrawal. (2008).
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. There are many costs associated with in-person, traditional classroom training, including expenses for travel, transportation, lodging, and meals. 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. E-Leader Krakow, 2008. The Electronic Journal of e-learning, 6(1), 1930. Decision Sciences Journal of Innovative Education, 4(2), 215235. International Journal on E-Learning, 11(4), 441463. Electronic Journal of e-Learning, 14(3), 181195. 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. Webrate and eliminating illiteracy; blended learning increases the learning effectiveness to a large degree, decreases the time environment required for training, decreases the From this research, learners manifest high potential to take on blended learning more especially in regard to learner self-regulation exhibited. Park, J.-H., & Choi, H. J. MJK conceived the study idea, developed the conceptual framework, collected the data, analyzed it and wrote the article. Privacy 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. Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation | AUC School of Humanities and Social Sciences Stacey, E., & Gerbic, P. (2007). 
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. B. And a May 2021 Mercer study found that 70% of companies said they were planning to adopt the hybrid work model [4]. (2004) who noted learner preference for it for facilitating social interaction and communication skills. volume14, Articlenumber:7 (2017) 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. WebThe introduction of blended learning added new dimension to training, and the possibilities for delivering knowledge and information to learners at an accelerated pace and opened Learners in the study found Moodle to be an effective educational tool. Rovai, A. P. (2003). In R. Pospisil & L. Willcoxson (Eds.
The results in this study indicate that the Blended Learning model is effective in significantly improving students' critical thinking skills and science learning outcomes. 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. Advantages include: 1. Peer support is required by learners who have no or little knowledge of technology, especially computers, to help them overcome fears. In addition, This study employed a quasi-experimental design with a non-equivalent control group. WebIt even helps teachers to tailor the online/offline model for students who need more attention and enable an effective learning experience for them. Kintu, M.J., Zhu, C. & Kagambe, E. Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. The end of semester results were used to measure learner performance. WebBlended Learning Strategies; Custom eLearning; Games, Gamification, and Play for Learning; and every organization can benefit from video in its learning mix. 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.
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). Zhu, C. (2012). International Journal of Educational Technology in Higher Education 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. (2007). Kelley, D. H. & Gorham, J. 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. ), Learning Through Teaching (Proceedings of the 6th Annual Teaching Learning Forum, pp. Committee members: 1) meet regularly to study, discuss, and develop strategies targeting school leaders, mid-level management and front-line teachers for implementation of blended learning. Arbaugh, J. 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. Part of 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.
Tier 3: Emphasis on collaboration skills using IBM's collaboration tools and group exercises. 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.
In Neuwe Medien in Unterricht, Aus-und Weiterbildung Waxmann Munster, New York. Identifying the various types of learner variables with regard to their relationship to blended learning effectiveness is important in this study as we embark on innovative pedagogy with technology in teaching and learning. 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.
In their answers, students have expressed that they learn more effectively in a blended learning environment. A lack of prompt feedback for learners from course instructors was found to cause dissatisfaction in an online graduate course. WebTo justify the additional time and costs required for developing and implementing blended learning, policy makers want evidence that blended learning is not just as effective as, but actually more effective than, traditional face-to-face instruction. Astleitner, H. (2000) Dropout and distance education. On the whole, poor quality technology yields no satisfaction by users and therefore the quality of technology significantly affects satisfaction (Piccoli, Ahmad, & Ives, 2001). 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. Evaluating Professional Development. Cite this article. 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. Effectiveness of blended learning on improving medical students learning initiative and performance in the physiology study 1. (2014). Background: Basic life support (BLS) education is essential for improving bystander cardiopulmonary resuscitation (CPR) rates, but the imparting of such education The blended learning delivery of anatomy modules has been applied for the first time and perhaps come to stay, hence its legitimacy and efficiency. 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%. 9. A t-test was carried out to establish the performance of male and female learners in the blended learning set up. Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2001). WebEffectiveness Research supports the idea that blended learning results in learners becoming confident in their own learning. It is again noted that a system with poor response time cannot be taken to be useful for e-learning and blended learning especially in cases of limited bandwidth (Anderson, 2004). USA: PhD Dissertation, New York University. Learners Interactions with teachers and peers can make blended learning effective as its absence makes learners withdraw (Astleitner, 2000). Improving online learning: student perceptions of useful and challenging characteristics. Thompson, E. (2004). Pituch, K. A., & Lee, Y. K. (2006). Student-teacher interaction showed a relation with satisfaction according to Swan (2001) but is not a predictor in our study. Dissertation Abstracts International, 64(9-A), 3191. 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 Delone and McLean model of information systems success: A Ten-year update. It is noted that learner satisfaction with a learning management system can be an antecedent factor for blended learning effectiveness. Universities and other institutions of learning should continue to emphasize blended learning approaches through installation of learning management systems along with strong internet to enable effective learning through technology especially in the developing world. 
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. 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. Thousands Oaks: Corwin Press. All it A learning management system (Moodle) was used and learner characteristics/background and blended learning design features were measured in relation to learning effectiveness. Student-teacher interaction was reported at 71% through instructors individually working with them online (57.2%) and being well guided towards learning goals (81%). 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.
High learner intrinsic motivation leads to persistence in online courses as noted by Menager-Beeley, (2004) and is high enough in our study. Eom, S., Wen, H., & Ashill, N. (2006). (Doctoral dissertation, University of Southern California). Learner performance by age and gender in e-learning and blended learning has been found to indicate no significant differences between male and female learners and different age groups (i.e. Shraim and Khlaif (2010) note in their research that 75% of students and 72% of teachers were lacking in skills to utilize ICT based learning components due to insufficient skills and experience in computer and internet applications and this may lead to failure in e-learning and blended learning. (2009).
What is Blended learning and how can it be used? Blended learning is a combination of offline (face-to-face, traditional learning) and online learning in a way that the one compliments the other.. It provides individuals with the opportunity to enjoy the best of both worlds.For example, a student might attend classes in a real-world classroom setting and then supplement the lesson plan by
Assessing the acceptance of a blended learning university course. Distance education drop-out: What can we do? Educational Technology & Society, 15(1), 127137.
Accessed on 17 Mar 2016.
The efficient use of learning management system and its tools improves learning outcomes in e-learning and blended learning environments. 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. Education and Information Technologies, 12, 165174. Therefore, the present study seeks to assess students perception of Moving towards e-learning paradigm: Readiness of higher education instructors in Palestine. Online versus on-campus instruction: student attitudes & perceptions. 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). (2004). Students perceptions of the introduction of a blended learning environment: An exploratory case study. A value flow model for the evaluation of an e-learning service. Learner interactions were seen from three angles of cognitivism, collaborative learning and student-teacher interactions. Arbaugh (2000) and Swan (2001) indicated that high levels of learner-instructor interaction are associated with high levels of user satisfaction and learning outcomes. This is because there are verbal aspects like giving praise, soliciting for viewpoints, humor, etc and non-verbal expressions like eye contact, facial expressions, gestures, etc which make teachers to be closer to learners psychologically (Kelley & Gorham, 2009). Retrieved 18 Aug 2015. This paper investigates the Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). They enjoyed the course units (78%) and improved their skills with technology (89%). 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%). Influence of computer literacy on post-graduates use of e-resources in Nigerian University Libraries. ), Distance education. Willging, P. A., & Johnson, S. D. (2009). Research has dealt with learner characteristics that contribute to learner performance outcomes. Which factors (among the learner characteristics and blended learning design features) predict student satisfaction, learning outcomes, intrinsic motivation and knowledge construction?
Research also has Nurmela, K., Palonen, T., Lehtinen, E. & Hakkarainen, K. (2003). 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. 324332). Internet and Higher Education, 7(1), 5970. Some researchers stated that blended learning can enhance students' learning outcomes, improve students' motivation, and it is effective way for achieving learning objectives [4,5,14,15]. Box 837, Fort Portal, Uganda, Vrije Universiteit Brussel, Pleinlaan 2, Brussels, 1050, Ixelles, Belgium, You can also search for this author in This study is based on an experiment in which learners participated during their study using face-to-face sessions and an on-line session of a blended learning design. 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. Our study however, delves into improved performance but seeks to establish the potential of blended learning effectiveness by considering grades obtained in a blended learning experiment. (2012) findings that learners family responsibilities and hours of employment can impede their process of learning, it is not the case here since they are drivers to the blended learning process.
Using constructivist principles in designing and integrating online collaborative interactions. Web-based virtual learning environments: a research framework and a preliminary assessment of effectiveness in basic IT skill training. Hadad, W. (2007). Middle East Journal of Scientific Research, 8(2), 488492. 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. Researchers have dealt with success factors for online learning or those for traditional face-to-face learning but little is known about factors that predict blended learning effectiveness in view of learner characteristics and blended learning design features. The COVID-19 pandemic has brought blended learning to the forefront of conversation nationwide.
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Distance Education, 22(2), 306331. 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. MathSciNet The reviewed literature clearly shows learner characteristics/background and blended learning design features play a part in blended learning effectiveness and some of them are significant predictors of effectiveness. However, all the independent variables are not significant predictors of learning performance in blended learning. 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. The results showed that blended learning outperformed pure online learning in enhancing students' attention, confidence, and satisfaction perceptions. Rahman, S. et al, (2011).
Design features (technology quality, online tools and resources as well as learner interactions) and learner characteristics (self regulation), significantly predicted the learners intrinsic motivation in blended learning suggesting that good technology, tools and high interaction levels with independence in learning led to learners being highly motivated.
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