The effect of blended learning on student performance at course-level in higher education: A meta-analysis

2017 ◽  
Vol 53 ◽  
pp. 17-28 ◽  
Author(s):  
Hien M. Vo ◽  
Chang Zhu ◽  
Nguyet A. Diep
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Student Performance ◽  
Meta Analysis

A meta-analysis of blended learning and technology use in higher education: from the general to the applied

2014 ◽  
Vol 26 (1) ◽  
pp. 87-122 ◽  
Author(s):  
Robert M. Bernard ◽  
Eugene Borokhovski ◽  
Richard F. Schmid ◽  
Rana M. Tamim ◽  
Philip C. Abrami
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Technology Use ◽  
Meta Analysis

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1381-1403
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1316-1338
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

scholarly journals A qualitative analysis of student experiences of a blended learning course

2019 ◽  
Author(s):  
Peter Ruijten ◽  
Eline Hooijman
Keyword(s):  
Higher Education ◽  
Qualitative Analysis ◽  
Blended Learning ◽  
Student Performance ◽  
Student Experiences ◽  
Future Studies ◽  
Face To Face ◽  
Computer Mediated ◽  
Depth Interview ◽  
Minimum Number

Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructions in any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of face-to-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2018 ◽  
pp. 79-101
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

scholarly journals Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

2020 ◽  
Author(s):  
Bokolo Anthony ◽  
Adzhar Kamaludin ◽  
Awanis Romli ◽  
Anis Farihan Mat Raffei ◽  
Danakorn Nincarean A. L. Eh Phon ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Technology Acceptance ◽  
Diffusion Of Innovations ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Theoretical Foundation ◽  
Meta Analysis ◽  
Face To Face ◽  
Adoption And Implementation

Abstract Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education.

scholarly journals A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement in different countries

2021 ◽  
Author(s):  
Zhonggen Yu
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Student Performance ◽  
Meta Analysis ◽  
Future Research ◽  
Improve Performance ◽  
Academic Activities ◽  
The World ◽  
The Usa ◽  
Students Attitudes

Abstract Although the new century has been witnessing increasing popularity of blended learning especially during this special pandemic time, few studies have summarized the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries in terms of students’ performance, students’ attitudes towards blended learning, learning achievement, and student engagement in different countries. Through the meta-analysis via Stata/MP 14.0, it is concluded that blended learning could improve performance, attitude, and achievement in most countries. However, in both China and the USA, blended learning could not significantly improve student engagement in academic activities. No significant differences were revealed in student performance in the USA between blended and non-blended learning. Future research could extend the research into blended learning to more countries and areas across the world.

scholarly journals Blended Learning in STEM and Non-STEM Courses: How do Student Performance and Perceptions Compare?

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Ron Owston ◽  
Dennis N York ◽  
Taru Malhotra ◽  
Jirarat Sitthiworachart
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Stem Fields ◽  
Course Redesign ◽  
University Courses ◽  
Stem Students

Examined in this study is the question of whether students in STEM courses perform better and have more positive perceptions than students in non-STEM courses, when both are offered in the blended format. As part of a blended learning initiative, 6 STEM and 8 non-STEM university courses were redesigned using the blended format. Students (n = 318) were surveyed on perceptions of their blended experience and courses grades were compared. Results indicated that STEM students performed significantly higher than non-STEM students; however, STEM students did not perceive their courses as positively as non-STEM students. The conclusion was that focusing blended learning course redesign in STEM fields in higher education may be advantageous, although more research is needed to confirm the findings and to investigate why student perceptions were relatively low for STEM students.

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