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An innovative approach to study the impact of different blends of learning on learning performance in higher education

Ngoc Thuy Thi THAI (UGent) , Bram De Wever (UGent) and Martin Valcke (UGent)
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Abstract
This study investigates the differential impact of blended learning (BL), face-to-face (F2F) and eLearning (EL) on learning performance (LP), also considering the effect of particular variables (self-efficacy (SE), intrinsic motivation(IM) and flexibility). Students were randomly allocated to one of the four experimental conditions (n F2F= 22, n BL1= 22, n EL= 23, n BL2= 23). Analysis of covariance (ANCOVA) was applied to study the differential impact of teaching approaches. The results reflect a significant difference in LP after studying in a particular higher education setup [F(3,86) = 9.44, p<. 001], R-2= 22.1. Learning performance was superior in both blended learning conditions. Though the different teaching setups resulted in small significant differences in mediating variables, these did not interact significantly with the research conditions. Based on the present findings, blended learning instruction could be put forward as a promising alley to enhance students' performance.
Keywords
EXPERIENCES, ENVIRONMENT, ACHIEVEMENT, SATISFACTION, ONLINE, INTERNET SELF-EFFICACY, STUDENT PERCEPTIONS, INSTRUCTION, LECTURES, FACE, Blended Learning, eLearning, Face-to-Face, Web based Lecture, Learning Performance

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Chicago
Thai, Ngoc Thuy, Bram De Wever, and Martin Valcke. 2015. “An Innovative Approach to Study the Impact of Different Blends of Learning on Learning Performance in Higher Education.” In EDULEARN Proceedings, 7323–7329. VALENICA: IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT.
APA
Thai, N. T., De Wever, B., & Valcke, M. (2015). An innovative approach to study the impact of different blends of learning on learning performance in higher education. EDULEARN Proceedings (pp. 7323–7329). Presented at the 7th International Conference on Education and New Learning Technologies (EDULEARN), VALENICA: IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT.
Vancouver
1.
Thai NT, De Wever B, Valcke M. An innovative approach to study the impact of different blends of learning on learning performance in higher education. EDULEARN Proceedings. VALENICA: IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT; 2015. p. 7323–9.
MLA
Thai, Ngoc Thuy, Bram De Wever, and Martin Valcke. “An Innovative Approach to Study the Impact of Different Blends of Learning on Learning Performance in Higher Education.” EDULEARN Proceedings. VALENICA: IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, 2015. 7323–7329. Print.
@inproceedings{8125488,
  abstract     = {This study investigates the differential impact of blended learning (BL), face-to-face (F2F) and eLearning (EL) on learning performance (LP), also considering the effect of particular variables (self-efficacy (SE), intrinsic motivation(IM) and flexibility). Students were randomly allocated to one of the four experimental conditions (n F2F= 22, n BL1= 22, n EL= 23, n BL2= 23). Analysis of covariance (ANCOVA) was applied to study the differential impact of teaching approaches. The results reflect a significant difference in LP after studying in a particular higher education setup [F(3,86) = 9.44, p{\textlangle}. 001], R-2= 22.1. Learning performance was superior in both blended learning conditions. Though the different teaching setups resulted in small significant differences in mediating variables, these did not interact significantly with the research conditions. Based on the present findings, blended learning instruction could be put forward as a promising alley to enhance students' performance.},
  author       = {THAI, Ngoc Thuy Thi and De Wever, Bram and Valcke, Martin},
  booktitle    = {EDULEARN Proceedings},
  isbn         = {978-84-606-8243-1},
  issn         = {2340-1117},
  keyword      = {EXPERIENCES,ENVIRONMENT,ACHIEVEMENT,SATISFACTION,ONLINE,INTERNET SELF-EFFICACY,STUDENT PERCEPTIONS,INSTRUCTION,LECTURES,FACE,Blended Learning,eLearning,Face-to-Face,Web based Lecture,Learning Performance},
  language     = {eng},
  location     = {Barcelona, SPAIN},
  pages        = {7323--7329},
  publisher    = {IATED-INT ASSOC TECHNOLOGY EDUCATION A\& DEVELOPMENT},
  title        = {An innovative approach to study the impact of different blends of learning on learning performance in higher education},
  year         = {2015},
}

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