Ghent University Academic Bibliography

Advanced

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 (2015) EDULEARN Proceedings. In EDULEARN Proceedings p.7323-7329
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.
Please use this url to cite or link to this publication:
author
organization
year
type
conference (proceedingsPaper)
publication status
published
subject
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
in
EDULEARN Proceedings
series title
EDULEARN Proceedings
issue title
EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES
pages
7323 - 7329
publisher
IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
place of publication
VALENICA
conference name
7th International Conference on Education and New Learning Technologies (EDULEARN)
conference location
Barcelona, SPAIN
conference start
2015-07-06
conference end
2015-07-08
Web of Science type
Proceedings Paper
Web of Science id
000376685707054
ISSN
2340-1117
ISBN
978-84-606-8243-1
language
English
UGent publication?
yes
classification
P1
id
8125488
handle
http://hdl.handle.net/1854/LU-8125488
date created
2016-10-24 18:51:14
date last changed
2017-02-01 09:51:21
@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},
}

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.