A Meta-analysis of English Education Researches Using Blended Learning and Flipped Learning

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

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Blending Face-to-Face and Technology

Practical Applications and Experiences in K-20 Blended Learning Environments - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-4912-5.ch008 ◽

2014 ◽

pp. 105-119 ◽

Cited By ~ 1

Author(s):

Philip G. Pulley

Keyword(s):

Educational Technology ◽

Blended Learning ◽

Universal Design ◽

Teaching Method ◽

Learning Model ◽

Flipped Learning ◽

Face To Face ◽

History Of ◽

Flipped Classrooms ◽

Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

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How Meta-analysis Can Inform Online and Blended Learning Research

Conducting Research in Online and Blended Learning Environments ◽

10.4324/9781315814605-4 ◽

2015 ◽

pp. 43-54

Author(s):

Anthony G. Picciano

Keyword(s):

Blended Learning ◽

Meta Analysis ◽

Learning Research

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Blended Learning in Research Statistics Course at The English Education Department of Borneo Tarakan University

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i07.13231 ◽

2020 ◽

Vol 15 (07) ◽

pp. 61 ◽

Cited By ~ 2

Author(s):

Ridwan Ridwan ◽

Hariaty Hamid ◽

Irianto Aras

Keyword(s):

Blended Learning ◽

Information And Communication Technology ◽

Communication Technology ◽

English Education ◽

Education Department ◽

Training And Education ◽

Face To Face ◽

Statistics Course ◽

Information And Communication ◽

Face To Face Learning

The development of information technology that is very rapidly grown nowa-days, particularly the development of information and communication technology enriches the development of the concept of learning based on blended learning. The characteristics of its apparatus, which can always be accessed anytime, any-where, multiuser and offers all its simplicity have made blended learning as a me-dium of instruction which is very appropriate for the development of education. One of the courses considered essential to utilize the information and communica-tion technology is a research statistics because the process of learning, this course has two fundamental parts which cannot be separated to one another, namely the-ory and practice. Thus, it needs a plan of learning activities which combine face-to-face learning and online-based learning interaction. The research was required to conduct to develop blended learning on research statistics course for the stu-dents of English Education Department of Teacher Training and Education Facul-ty of Borneo Tarakan University under a Research and Development by using the ADDIE’s model. The evaluation which was conducted to find out validity, prac-ticality, and effectiveness of blended learning drew three main conclusions: First, the design and development of learning devices were appropriate to be used as guidelines in implementing the learning process. Second, the process of learning was implemented in accordance with the plans and learning devices as well as a learning setting. Third, the students’ learning achievement was classically com-pleted. Thus, the blended learning was found to be valid, practical, and effective for the development of learning

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