Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

scholarly journals Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

2014 ◽  
Vol 17 (2) ◽  
pp. 143-159
Author(s):  
Mikkel Godsk
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Scale ◽  
Political Agenda ◽  
Learning Design ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

scholarly journals Blended learning within an undergraduate exercise physiology laboratory

2016 ◽  
Vol 40 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Steven J. Elmer ◽  
Kathryn R. Carter ◽  
Austin J. Armga ◽  
Jason R. Carter
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Exercise Physiology ◽  
Learning Performance ◽  
Face To Face ◽  
Blinded Manner ◽  
Course Material ◽  
Physiology Laboratory ◽  
The Impact

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 ( n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 ( n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories ( P = 0.62) or between sections ( P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased ( P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

scholarly journals Comparing Jamaican Students Performance With Students In The United States, The Grand Bahamas And The Online Program

2011 ◽  
Vol 1 (2) ◽  
pp. 5 ◽  
Author(s):  
Bahaudin Mujtaba
Keyword(s):  
United States ◽  
Student Performance ◽  
The United States ◽  
Final Exam ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Contact Hours ◽  
Face To Face Instruction ◽  
Online Format

This study documents learning and student performance through objective tests with graduate students in Kingston-Jamaica and compares the final exam results with students taking the same course, the same test, with the same instructor at different sites throughout the United States and in the Nassau cluster, Grand Bahamas. The scores are further compared with students who completed this course and final exam in the online format. The group of Jamaican, Bahamian and students in Tampa completing this course received traditional, face-to-face instruction in a classroom setting, with classes delivered in a weekend format with 32 face-to-face contact hours during the semester. As expected, findings revealed that there was a statistically significant difference (% = .05) in the mean test scores of the pre-test and post-test for this group of students enrolled at the Kingston cluster.Furthermore, the results of final exam comparison with similar groups in the United States and Bahamas showed no significant differences. The comparison of student performance in Kingston with online students is also discussed.Overall, it is concluded that many of the learning outcomes designed to be achieved as a result of the course activities, specifically the final exam, were achieved consistently for students taking this course with the assigned faculty member in Jamaica, the United States and the Grand Bahamas.

Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

2021 ◽  
pp. 027347532110583
Author(s):  
Joseph P. Cannon ◽  
Ritu Lohtia ◽  
Brianna JeeWon Paulich
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Individual Factors ◽  
Student Effort ◽  
Face To Face ◽  
Factors Influencing ◽  
Improve Student Performance ◽  
Student Differences ◽  
Face To Face Instruction ◽  
Test Individual

Blended learning, which combines the benefits of both online learning and face-to-face instruction, is becoming popular in higher education. Despite its increase in application, there is limited research on the mechanisms to improve student performance in blended learning courses. This article aims to identify and empirically test individual factors influencing student performance in an introductory marketing course offered in a blended learning format. Through two surveys conducted during the semester at two large, public business schools, we find that metacognitive regulation, metacognitive knowledge, and student effort enhance student performance in blended learning courses. We also find that self-efficacy and course-specific attitudes affect metacognition and student effort. Based on the results, we provide practical strategies to design blended learning courses that improve student performance.

scholarly journals Assignment Of Grades And Student Performance In A Hybrid Operations Management Course: What Works And Ideas For Improvements

2008 ◽  
Vol 5 (3) ◽  
Author(s):  
Lisa M. Houts ◽  
James C. Taylor
Keyword(s):  
Student Performance ◽  
Operations Management ◽  
Production Management ◽  
Final Exam ◽  
Exact Test ◽  
Hybrid Course ◽  
Face To Face ◽  
Lecture Instruction ◽  
Face To Face Instruction ◽  
Chi Square Analysis

The production and operations management class offered at California State University, Fresno underwent a transformation from being a four-unit, face-to-face course to a hybrid course.  This hybrid course, which is required for all students in the Craig School of Business, includes two units of face-to-face instruction each week, with some coverage of conceptual material as well as review and practice of the mathematical material presented online.   There are also two units of online streaming lecture instruction created and delivered by the course coordinator covering primarily quantitative material with some coverage of conceptual material for some chapters.  This second component translates into about ten hours of online related activities during the week for the students, requiring a large amount of self-discipline as they study and learn complex mathematical concepts applied to production management.  Students are expected to work through this material and complete corresponding quantitative worksheets prior to coming to class.  This paper compares the proportions of assigned grades of 116 students in four sections of the hybrid production and operations management class in the fall of 2006 to the proportions of assigned grades of 76 students in three sections of the course conducted in the spring of 2001, one of the last semesters that it was taught entirely in the classroom.  Changes that have taken place in the delivery of the course will be described, as well as suggestions for making the instructor’s delivery of the course more effective in the future.  Fisher’s exact test and chi-square analysis will be performed to determine if there was a significant change in the proportions of assigned grades between the face-to-face format and the hybrid course.  One item of particular interest is the proportion of assigned grades on the comprehensive, final exam, the content of which was virtually the same in 2001 as in 2006.  Thus, it provides a consistent measure of the students’ overall understanding of both conceptual and mathematical material at the end of the semester. 

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

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.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

scholarly journals The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841875926
Author(s):  
Christina L. Carter ◽  
Randolph L. Carter ◽  
Alexander H. Foss
Keyword(s):  
Black Students ◽  
General Education ◽  
Student Performance ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Mixed Model ◽  
College Mathematics ◽  
Final Exam ◽  
Percentage Points ◽  
Mathematics Course

The purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = .02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < .01) and 1.0 points among Whites (p = .67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < .01) and –1.6 in flipped sections (p = .39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < .01). Flipping the classroom was associated with improved student performance, particularly among Black students.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

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