Investigating the impact of blended learning on academic performance in a first semester college physics course

2018 ◽  
Vol 5 (1) ◽  
pp. 67-94 ◽  
Author(s):  
Paul Bazelais ◽  
Tenzin Doleck
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
College Physics ◽  
First Semester ◽  
Physics Course ◽  
The Impact

scholarly journals Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Karla Lobos Peña ◽  
Claudio Bustos-Navarrete ◽  
Rubia Cobo-Rendón ◽  
Carolyn Fernández Branada ◽  
Carola Bruna Jofré ◽  
...  
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Online Courses ◽  
Longitudinal Design ◽  
First Semester ◽  
Student Academic Performance ◽  
Academic Information ◽  
University Performance ◽  
Prospective Longitudinal ◽  
The Impact

Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.

scholarly journals The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd Eltahir ◽  
Elmuez Dawi ◽  
Atef Abdelkader ◽  
Samer Zyoud
Keyword(s):  
Blended Learning ◽  
Control Group ◽  
Validity And Reliability ◽  
Control Groups ◽  
Case Study Design ◽  
Quasi Experimental ◽  
Physics Course ◽  
The Impact ◽  
Experimental Group

This study aims to investigate the impact of the use of blended learning on the achievement of Dentistry College students on a physics course at Ajman University. It compares the results of different ways of teaching the ‘Practical physics course’. The study was conducted using a quasi-experimental case study design. The participants of the study were 116 students, divided into two groups: one an experimental group (n = 59) and the other a control group (n = 57). An achievement test was designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group. Moreover, the findings also revealed that achievement varied according to the gender of the students in the experimental group (in favor of females). The study recommends further research into the use of blended learning in higher education institutions.

scholarly journals Switching to blended learning: The impact on students’ academic performance

2014 ◽  
Vol 4 (3) ◽  
Author(s):  
Zhigang Li ◽  
Ming-Hsiu Tsai ◽  
Jinyuan Tao ◽  
Chris Lorentz
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
The Impact

scholarly journals The impact of blended learning applied in textile physics course on pattern grading learning outcomes

2021 ◽  
Author(s):  
Dewi Suliyanthini ◽  
Fajar Yulianur ◽  
Harsuyanti Lubis ◽  
Vivi Rodiona ◽  
Yoga Matin Albar
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Pattern Grading ◽  
Physics Course ◽  
The Impact

scholarly journals The Impact of Tertiary Students' Entry Characteristics and their Academic Performance

2021 ◽  
Vol 8 (3) ◽  
pp. 73-100
Author(s):  
Maame Afua Nkrumah
Keyword(s):  
Academic Performance ◽  
Computer Literacy ◽  
English Language ◽  
Value Added ◽  
African Studies ◽  
First Semester ◽  
Key Words Age ◽  
Negative Effect ◽  
And Gender ◽  
The Impact

This article examines the effect of tertiary students’ entry characteristicson academic performance using the ‘value added’ approach and METPolytechnic, Ghana as a case study. The input-process–output-contextframework presented in the Global Monitoring Report (2005) by Scheerenswas used to select appropriate variables for the study. The studyfocused on three generic courses - African Studies, Communicative Skills,and Computer Literacy. Data from different sources, including secondarydata and administrative records from the Polytechnic were analysed usingmultilevel analysis. The overall effect of the selected variables was mixedand outcomes specific. For example, English language impacted positivelyon African Studies but negatively on second-semester Computer Literacy,while age and gender had a negative effect on first-semester ComputerLiteracy. Although the findings may not directly benefit analogous institutions,several lessons, including the need to create appropriate institutionaldatasets for future comparisons across institutions can be learnt. Key words: Age, gender, department context, previous achievement, SES,‘value added’.

scholarly journals Blended Learning in an Upper Year Engineering Course: The Relationship between Students’ Program Year, Interactions with Online Material, and Academic Performance

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Ellen Watson ◽  
Luis F. Marin ◽  
Lisa N. White ◽  
Renato Macciotta ◽  
Lianne M. Lefsrud
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Engineering Students ◽  
Safety Management ◽  
Instructional Materials ◽  
Class Discussion ◽  
Material Research ◽  
And Performance ◽  
The Impact ◽  
The Relationship

At a comprehensive, public university in Western Canada, a fourth-year course in risk and safety management was recently made a requirement for all engineering students; depending on their program, students may take this course in their second, third, fourth, or fifth year of their program. As a result of increasing class sizes, this course was shifted from traditional to blended instruction. Since blending and opening this course to students with varying years of undergraduate engineering experience, instructors noted a difference in students’ maturity (e.g., a change in quantity and quality of in-class discussion, questions, participation, student-teacher interactions, and problem solving capabilities) and questioned whether this impacted their interactions with online material. Research examining the impact of blended learning in Engineering has primarily focused on large first-year undergraduate courses; research about blended learning in upper-year engineering courses is sparse. Studies investigating courses with students of varying years of experience in the program are virtually non-existent. Therefore, to better understand students’ interactions with online material during blended learning as connected to years in their program, we examined the relationship between levels of interaction and performance of students by year in program. This study analyzed approximately 2000 students’ interactions with online material and performance across five sections of a risk-management course in engineering. We found that students who had completed more years of their program interacted less with online material than students earlier in their undergraduate careers. Academic performance, on the other hand, was higher for students who had interacted more with online material and slightly higher for students who had completed more years in their program. These results suggest that the delivery of instructional materials may need to be tailored to students’ year in their program. Further implications and areas of future study are discussed. 

scholarly journals Structural relationships between self-regulated learning, teachers’ credibility, information and communications technology literacy and academic performance in blended learning

2021 ◽  
pp. 46-63
Author(s):  
Liang Yu ◽  
Shijian Chen ◽  
Mimi Recker
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Information And Communications Technology ◽  
Technology Literacy ◽  
Communications Technology ◽  
Ict Literacy ◽  
Self Regulated Learning ◽  
Structural Relationships ◽  
Regulated Learning ◽  
The Impact

This study investigated the structural relationships between self-regulated learning, teachers’ credibility, information and communications technology (ICT) literacy and academic performance in blended learning. The study sample comprised of 449 undergraduates who completed blended courses within the past 3 years and consisted of 53% males (N = 238) and 47% females (N = 211). Participants anonymously completed a 41-item questionnaire examining their self-regulated learning, perceptions of their teachers’ credibility, ICT literacy, academic performance and demographic background. Path analyses indicated that the relationship between subscales of teacher credibility (caring and trustworthiness) significantly related to academic performance except for competence. In addition, caring positively predicted trustworthiness, and ICT literacy predicted self-regulated learning. Self-regulated learning positively related to caring, trustworthiness and academic performance. The findings also highlighted that both caring and trustworthiness mediated the impact of self-regulated learning on academic performance.

scholarly journals A Moodle-based blended learning solution for physiology education in Montenegro: a case study

2018 ◽  
Vol 42 (1) ◽  
pp. 111-117 ◽  
Author(s):  
Natasa Popovic ◽  
Tomo Popovic ◽  
Isidora Rovcanin Dragovic ◽  
Oleg Cmiljanic
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
User Satisfaction ◽  
Positive Impact ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Assessment Scores ◽  
E Learning ◽  
The Impact

This study evaluates the impact of web-based blended learning in the physiology course at the Faculty of Medicine, University of Montenegro. The two main goals of the study were: to determine the impact of e-learning on student success in mastering the course, and to assess user satisfaction after the introduction of e-learning. The study compared a group of students who attended the physiology course before, with a group of students who attended the physiology course after the Moodle platform was fully implemented as an educational tool. Formative and summative assessment scores were compared between these two groups. The impact of high vs. low Moodle use on the assessment scores was analyzed. The satisfaction among Moodle users was assessed by the survey. The study found that attendance of face-to-face lectures had a positive impact on academic performance. The introduction of Moodle in the presented model of teaching increased interest of students, attendance of face-to-face lectures, as well as formative and summative scores. High frequency of Moodle use was not always associated with better academic performance, suggesting that the introduction of a new method of teaching was most likely equally accepted by low- and high-achieving students. Most of the students agreed that Moodle was easy to use and it complemented traditional teaching very well, but it could not completely replace traditional face-to-face lectures. The study supports continuing the use of web-based learning in a form of blended learning for physiology, as well as for other courses in medical education.

scholarly journals The impact of e-learning and social parameters on students’ academic performance

2020 ◽  
Vol 10 (6) ◽  
pp. 143-161
Author(s):  
Denis Andreevich Petrusevich ◽  
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Ensemble Methods ◽  
Gradient Boosting ◽  
Statistical Correlations ◽  
Behavioral Parameters ◽  
E Learning ◽  
Research Findings ◽  
Student Reactions ◽  
The Impact

Introduction. The article examines the problem of assessing students' academic performance in the current situation. The purpose of the paper is to evaluate the influence of e-learning and some social and behavioral parameters on students’ academic performance. Materials and Methods. The author employed the machine learning procedures in order to identify and assess the current problems of the educational system, students’ behavior, and universities’ policy. Methods of mathematical analysis and statistics as well as ensemble methods (gradient boosting and the random forest algorithms) were used in order to achieve high accuracy of the research. Results. The author conducted the analysis of the following datasets devoted to academic performance at higher and secondary educational institutions in a number of countries: Students’ Performance in Portugal, E-learning Student Reactions and Students’ Academic Performance. The purposes of the current study were to identify statistical correlations between social parameters of students and the level of their academic performance and to understand how academic performance is determined by the implementation of online learning and blended learning. The research findings suggest that mathematical statistics and data analysis methods allow to identify correlations between students’ performance data and reveal hidden relationships which can be important for university staff. Conclusions. In conclusion, the author summarizes the results of evaluating the impact of the introduction of e-learning elements and some social parameters on students’ academic performance. Keywords Clustering students; Blended learning; Academic performance evaluation; Digitalization of education; Digital technologies in education; Correlation of features; performance improvement.

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