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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)
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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.
Keywords
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

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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.
@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},
}

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