Learning Outcomes and Affective Factors of Blended Learning of English for Library Science

2020 ◽  
pp. 1-14
Author(s):  
Chen Wentao ◽  
Zhang Jinyu ◽  
Yu Zhonggen
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Multimedia Learning ◽  
Library Science ◽  
Future Research ◽  
Traditional Learning ◽  
Pass Rates ◽  
Affective Factors ◽  
Future Research Directions ◽  
Males And Females

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This chapter aims to compare the learning outcomes, gender differences, and affective factors in the environments of blended and traditional learning. Around 1000 participants from one university were randomly selected to answer questions in questionnaires. It was found that (1) the pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; (2) males and females did not show any significant differences in learning outcomes; (3) affective factors under blended learning were significantly more favorable than those under multimedia learning; and (4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research directions, were also explored.

Learning Outcomes and Affective Factors of Blended Learning of English for Library Science

2016 ◽  
pp. 1898-1911
Author(s):  
Chen Wentao ◽  
Zhang Jinyu ◽  
Yu Zhonggen
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Multimedia Learning ◽  
Research Direction ◽  
Library Science ◽  
Future Research ◽  
Traditional Learning ◽  
Pass Rates ◽  
Affective Factors ◽  
Males And Females

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that (1) The pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; (2) males and females did not show any significant differences in learning outcomes; (3) affective factors under blended learning were significantly more favorable than those under multimedia learning; (4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research direction, were also explored.

Learning Outcomes and Affective Factors of Blended Learning of English for Library Science

2016 ◽  
Vol 12 (3) ◽  
pp. 13-25 ◽  
Author(s):  
Chen Wentao ◽  
Zhang Jinyu ◽  
Yu Zhonggen
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Multimedia Learning ◽  
Research Direction ◽  
Library Science ◽  
Future Research ◽  
Traditional Learning ◽  
Pass Rates ◽  
Affective Factors ◽  
Males And Females

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that (1) The pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; (2) males and females did not show any significant differences in learning outcomes; (3) affective factors under blended learning were significantly more favorable than those under multimedia learning; (4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research direction, were also explored.

scholarly journals Student Course Evaluations In Traditional And Blended Courses: A Case Study

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Gadis Nowell
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Cost Benefit Analysis ◽  
Research Question ◽  
Cost Benefit ◽  
Course Satisfaction ◽  
Future Research ◽  
Traditional Learning ◽  
Net Benefit

It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S.  Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions.    One question is, “Is blended learning better than other learning environments?"   In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar.  The research question was stated as follows:  “Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?”  The results of this study revealed "no differences" between blended and traditional learning on the student course satisfaction variable.  In this regard, it is important to note that this finding of "no differences" is consistent with the existing research findings on student learning effectiveness as well.  Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area:  "Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?".

Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice

2002 ◽  
Vol 21 (2) ◽  
pp. 162-176 ◽  
Author(s):  
Nicholas L. Holt ◽  
William B. Strean ◽  
Enrique García Bengoechea
Keyword(s):  
Learning Outcomes ◽  
Future Research ◽  
Research Directions ◽  
Research And Practice ◽  
Affective Characteristics ◽  
Teaching Games For Understanding ◽  
Psychomotor Learning ◽  
Considerable Debate ◽  
Future Research Directions ◽  
Games Teaching

There has been considerable debate regarding the delivery and outcomes of games experiences in physical education. In particular, the relative benefits of the Teaching Games for Understanding (TGfU) approach have been compared to traditional skill-drill approaches to games teaching. However, many discussions of TGfU have focused on cognitive and psychomotor learning outcomes, neglecting the affective domain. The purpose of this article is to review TGfU research, to present an extended TGfU model, and to suggest new avenues for future research and practice. Future research directions include consideration of learning with respect to cognitive, behavioral, and affective characteristics.

scholarly journals The Influence of Blended Learning to Understanding Concept

2021 ◽  
Vol 12 (3) ◽  
pp. 3756-3761
Author(s):  
Walib Abdullah Et.al
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Future Research ◽  
The Difference ◽  
Faculty Of Education ◽  
Level Of Significance ◽  
And Control ◽  
Department Faculty

This study aims to explain blended learning and learning styles towards students' conceptual understanding. This study was designed as a quasi-experiment involving 84 students of the IslamicsEducation Department, Faculty of Education of Islamics Institute of Al-KhairatPamekasan, Indonesia. The research data were collected using a test. Before the study, tests were carried out for the experimental and control groups. Data were analyzed using descriptive statistics and ANOVA test with pre-test scores as covariates. The level of significance was determined at α = 0.05. The results showed that (1) there were differences in learning outcomes between those taught with the blended learning model and those taught with the conventional learning model. (2) The difference in learning outcomes between groups of students who had to learn styles and groups of students with low learning discipline. Student learning discipline had an essential role in the learning process. These findings indicated that blended learning could dominate the learning outcomes of students' conceptual mastery. Future research might be able to discuss the results of tests conducted to determine the effectiveness of mastery of learning concepts with other learning models.

scholarly journals Effectiveness of Blended Learning in Nursing Education

2020 ◽  
Vol 17 (5) ◽  
pp. 1589 ◽  
Author(s):  
María Consuelo Sáiz-Manzanares ◽  
María-Camino Escolar-Llamazares ◽  
Álvar Arnaiz González
Keyword(s):  
Nursing Education ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Management Systems ◽  
Project Based Learning ◽  
Management Systems ◽  
Future Research ◽  
Effective Learning ◽  
Learning Management ◽  
Teaching In Higher Education

Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project-based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none). Supervised learning techniques were applied: linear regression and k-means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project-based learning increase students´ learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses.

Concluding Remarks and Probing Further

2015 ◽  
pp. 443-459
Keyword(s):  
Fuzzy Logic ◽  
Blended Learning ◽  
Learning Environments ◽  
Future Research ◽  
Potential Contribution ◽  
Final Destination ◽  
Learning Contexts ◽  
Future Research Directions ◽  
Learning Ecology

Arriving to the final destination of the journey started in chapter 1, this concluding chapter represents a brief reflection of the key considerations/contributions of the book and, simultaneously, provides a guidance for future research directions. From an ecological standpoint, the key purpose of this book was to systemically understand the essential issues related to the trends and fuzzy logic-based modeling perspectives of collaborative and blended learning. In addition, the emancipation of collaborative and blended learning environments here is established as a potential contribution to the 21st century learning contexts. In this vein, comprehension of the potentialities of the proposed fuzzy logic-based modeling approaches and the way they could be transferred to tackle real problems in the educational context, contributes to the establishment of a learning ecology for reflection and rethinking upon the intelligence of the online learning environments as current and future constructs.

Motivation and Multimedia Learning

2009 ◽  
pp. 154-172 ◽  
Author(s):  
Renae Low
Keyword(s):  
Model Building ◽  
Multimedia Learning ◽  
Value Theory ◽  
Research Review ◽  
Future Research ◽  
Learning Context ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Task Motivation ◽  
Future Research Directions

In the field of multimedia learning, although research on cognitive effects and their implications for instructional design is rich, research on the effects of motivation in a multimedia learning context is surprisingly scarce. Since one of the major goals of providing multimedia instruction is to motivate students, there is need to examine motivational elements. In this chapter, we focus on 4 major motivation theories–expectancy-value theory, self-efficacy, goal-setting and task motivation, and self-determination theory–and two motivation models–ARCS model and the integrated model of cognitive-motivational processes–that are derived from multimedia research; review the literature on motivation in multimedia learning contexts, suggest that researchers and practitioners take into account a number of essential aspects to ensure that motivation features incorporated in multimedia learning resources optimize learners’ experience; and point out future research directions in model building, hypothesis testing, examining individual differences, and carrying out longitudinal studies.

Motivation and Multimedia Learning

2011 ◽  
pp. 1393-1412
Author(s):  
Renae Low
Keyword(s):  
Model Building ◽  
Multimedia Learning ◽  
Value Theory ◽  
Research Review ◽  
Future Research ◽  
Learning Context ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Task Motivation ◽  
Future Research Directions

In the field of multimedia learning, although research on cognitive effects and their implications for instructional design is rich, research on the effects of motivation in a multimedia learning context is surprisingly scarce. Since one of the major goals of providing multimedia instruction is to motivate students, there is need to examine motivational elements. In this chapter, we focus on 4 major motivation theories–expectancy-value theory, self-efficacy, goal-setting and task motivation, and self-determination theory–and two motivation models–ARCS model and the integrated model of cognitive-motivational processes–that are derived from multimedia research; review the literature on motivation in multimedia learning contexts, suggest that researchers and practitioners take into account a number of essential aspects to ensure that motivation features incorporated in multimedia learning resources optimize learners’ experience; and point out future research directions in model building, hypothesis testing, examining individual differences, and carrying out longitudinal studies.

21st Century Education Technologies for Engineers and IT Professionals

2012 ◽  
pp. 9-21
Author(s):  
Chan Chang Tik
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Expected Returns ◽  
Future Research ◽  
Research Directions ◽  
21St Century Education ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Future Research Directions ◽  
Reciprocal Peer Tutoring

The word technology is inaccurately linked to hardware or tools only, and this misunderstanding has resulted in large sum of money invested in hardware or tools. In consequence, institutions and companies do not get the expected returns from these investments. One of the possible reasons for this could be the lack in understanding and knowledge of software and technology. This chapter attempts to describe the various education technologies in the forms of hardware or tools as well as software which include teaching and learning methods and how they are blended together to achieve effective communications. The technologies described in this chapter are blended learning, podcast, reciprocal peer tutoring, and personal learning environment. Finally, the chapter outlines some future research directions in the area of education technologies.

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