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Impact of different blends of learning on students performance in higher education

Ngoc Thuy Thi THAI UGent, Bram De Wever UGent and Martin Valcke UGent (2015) Proceedings on the European Conference of e-Learning. p.744-753
abstract
This study concentrates on the differential impact of alternative learning environment designs on student outcomes, in the context of the same higher education course: a flipped classroom design, a blended learning design, a face-to-face learning setting and a completely e-learning set-up. Two key design components - lectures and collaborative work (group discussions) - were manipulated in four alternative instructional designs. Besides learning performance as a key dependent variable, the present research focuses on the related impact on student variables (self-efficacy beliefs, intrinsic motivation and perceived flexibility). Participants were third year undergraduate students (n=106), enrolled in the "Animal and Human Physiology" course of the School of Education at Can Tho University (Vietnam). Participants were randomly assigned to one of the four experimental conditions. Analysis of covariance (ANCOVA) was applied to explore the influence of learning in the four conditions on learning performance, considering the impact of particular student variables. The results reflect significant differences. Students involved in the Flipped Classroom setting attained significantly superior learning outcomes as compared to students in the face-to-face learning and/or fully e-learning. In addition, another blended learning design was found to result in significantly higher learning outcomes as compared to e-learning. No significant impact could be observed on student variables. Only significant differences in perceived flexibility were observed. The present findings indicate that both blended learning approaches - and the flipped classroom in particular - are promising pathways to promote student learning. Future research is necessary to clarify the unexpected weak interaction effect of related student variables.
Please use this url to cite or link to this publication:
author
organization
year
type
conference (proceedingsPaper)
publication status
published
subject
keyword
learning performance, MODEL, e-learning, blended learning, web based lecture, face-to-face, flipped classroom, UNIVERSITY-STUDENTS, SELF-EFFICACY, KNOWLEDGE CONSTRUCTION, PERCEPTIONS, ACHIEVEMENT, OUTCOMES, TOOLS, EXPERIENCES, ONLINE
in
Proceedings on the European Conference of e-Learning
issue title
PROCEEDINGS OF THE 14TH EUROPEAN CONFERENCE ON R-LEARNING (ECEL 2015)
pages
744 - 753
publisher
ACAD CONFERENCES LTD
place of publication
READING, ENGLAND
conference name
14th European Conference on E-Learning (ECEL)
conference location
Univ Hertfordshire, Hatfield, ENGLAND
conference start
2015-10-29
conference end
2015-10-30
Web of Science type
Proceedings Paper
Web of Science id
000371972900097
ISSN
2048-8637
ISBN
978-1-910810-71-2
language
English
UGent publication?
yes
classification
P1
copyright statement
I have transferred the copyright for this publication to the publisher
id
7222902
handle
http://hdl.handle.net/1854/LU-7222902
date created
2016-05-22 18:10:25
date last changed
2017-05-02 09:17:42
@inproceedings{7222902,
  abstract     = {This study concentrates on the differential impact of alternative learning environment designs on student outcomes, in the context of the same higher education course: a flipped classroom design, a blended learning design, a face-to-face learning setting and a completely e-learning set-up. Two key design components - lectures and collaborative work (group discussions) - were manipulated in four alternative instructional designs. Besides learning performance as a key dependent variable, the present research focuses on the related impact on student variables (self-efficacy beliefs, intrinsic motivation and perceived flexibility). Participants were third year undergraduate students (n=106), enrolled in the {\textacutedbl}Animal and Human Physiology{\textacutedbl} course of the School of Education at Can Tho University (Vietnam). Participants were randomly assigned to one of the four experimental conditions. Analysis of covariance (ANCOVA) was applied to explore the influence of learning in the four conditions on learning performance, considering the impact of particular student variables. The results reflect significant differences. Students involved in the Flipped Classroom setting attained significantly superior learning outcomes as compared to students in the face-to-face learning and/or fully e-learning. In addition, another blended learning design was found to result in significantly higher learning outcomes as compared to e-learning. No significant impact could be observed on student variables. Only significant differences in perceived flexibility were observed. The present findings indicate that both blended learning approaches - and the flipped classroom in particular - are promising pathways to promote student learning. Future research is necessary to clarify the unexpected weak interaction effect of related student variables.},
  author       = {THAI, Ngoc Thuy Thi and De Wever, Bram and Valcke, Martin},
  booktitle    = {Proceedings on the European Conference of e-Learning},
  isbn         = {978-1-910810-71-2},
  issn         = {2048-8637},
  keyword      = {learning performance,MODEL,e-learning,blended learning,web based lecture,face-to-face,flipped classroom,UNIVERSITY-STUDENTS,SELF-EFFICACY,KNOWLEDGE CONSTRUCTION,PERCEPTIONS,ACHIEVEMENT,OUTCOMES,TOOLS,EXPERIENCES,ONLINE},
  language     = {eng},
  location     = {Univ Hertfordshire, Hatfield, ENGLAND},
  pages        = {744--753},
  publisher    = {ACAD CONFERENCES LTD},
  title        = {Impact of different blends of learning on students performance in higher education},
  year         = {2015},
}

Chicago
Thai, Ngoc Thuy Thi, Bram De Wever, and Martin Valcke. 2015. “Impact of Different Blends of Learning on Students Performance in Higher Education.” In Proceedings on the European Conference of e-Learning, 744–753. READING, ENGLAND: ACAD CONFERENCES LTD.
APA
Thai, N. T. T., De Wever, B., & Valcke, M. (2015). Impact of different blends of learning on students performance in higher education. Proceedings on the European Conference of e-Learning (pp. 744–753). Presented at the 14th European Conference on E-Learning (ECEL), READING, ENGLAND: ACAD CONFERENCES LTD.
Vancouver
1.
Thai NTT, De Wever B, Valcke M. Impact of different blends of learning on students performance in higher education. Proceedings on the European Conference of e-Learning. READING, ENGLAND: ACAD CONFERENCES LTD; 2015. p. 744–53.
MLA
Thai, Ngoc Thuy Thi, Bram De Wever, and Martin Valcke. “Impact of Different Blends of Learning on Students Performance in Higher Education.” Proceedings on the European Conference of e-Learning. READING, ENGLAND: ACAD CONFERENCES LTD, 2015. 744–753. Print.