What are the student characteristics and blended learning design features for an effective blended learning environment? The learner characteristics, design features investigated are potentially important for an effective blended learning environment. Cronbachs alpha was used to test reliability and the table below gives the results. Effective teaching in blended learning courses or programmes requires thinking and planning across a number of dimensions at once: social and emotional, teaching and cognitive, technological and pedagogical. BL improved vocabulary of ELE learners cooperative learning increased the student involvement in learning. Read on to learn a few tips. The Online Journal of New Horizons in Education, 5(2), 1422. Library Philosophy and Practice. Conclusions: The site is secure. Garrison and Kanuka (2004) examined the transformative potential of blended learning and reported an increase in course completion rates, improved retention and increased student satisfaction. Heterogeneity across studies was large (I(2) 93.3) in all analyses. ICT-in-education toolkit reference handbook. Influence of computer literacy on post-graduates use of e-resources in Nigerian University Libraries. Learners preferred face-to-face sessions after every month in the semester (33.6%) and at the beginning of the blended learning session only (27.7%). Cite this article. Outliers were no cause for concern in our data since we had only 1% of all cases falling outside 3.0 thus proving the data as a normally distributed sample. (Doctoral dissertation, University of Southern California). 100% Effective Ltd, Raylor Centre, James Street, York, YO10 3DW, UK Phone: 0800 066 3749 FAQs; Effect of blended environment model on high school students academic achievement. Green, J., Nelson, G., Martin, A. J., & Marsh, H. (2006). from http://www.infodev.org/en/Publication.301.html. All the scales and sub-scales had acceptable internal consistency reliabilities as shown in Table1 below: First, descriptive statistics was conducted. Web-based virtual learning environments: a research framework and a preliminary assessment of effectiveness in basic IT skill training. Pituch, K. A., & Lee, Y. K. (2006). Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. Englewood Cliffs: Prentice-Hall. Purpose Virtual instruction became the primary educational delivery method for pre-clerkship medical students during the COVID-19 pandemic. Therefore, further well-designed randomized controlled trials should be done. In planning to design and implement blended learning, we are mindful of the implications raised by this study which is a planning evaluation research for the design and eventual implementation of blended learning. In Wasson, B. Ludvigsen, S. & Hoppe, V. (eds), Designing for change in networked learning environments (pp 333342). Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hamstra SJ. (2004). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes, https://doi.org/10.1186/s41239-017-0043-4, Learning outcomes and significant predictors, International Journal of Educational Technology in Higher Education, http://digitalcommons.unl.edu/libphilprac/, selfdeterminationtheory.org/intrinsic-motivation-inventory/, http://www.infodev.org/en/Publication.301.html, http://www.kineo.com/m/0/blended-learning-report-202013.pdf, http://creativecommons.org/licenses/by/4.0/. The characteristics and background factors were studied along with blended learning design features such as technology quality, learner interactions, and Moodle with its tools and resources. This implies that the potential for blended learning to be effective exists and is unhampered by gender or age differences. According to Education Elements, which develops hybrid learning technologies, successful blended learning occurs when technology and teaching inform each other: material becomes dynamic when it reaches students of varying learning styles. Distance education drop-out: What can we do? (2012) indicated that technology and learner interactions, among other factors, influenced learner satisfaction in blended learning. Their study further shows that learners construct meaning individually from assignments and this stage is referred to as pre-construction which for our study, is an aspect of discovery in the knowledge construction process. None of the independent variables were identified as significant predictors of student performance. Available on cedma-europe.org. The paper presents a study of training learner autonomy by applying blended learning in a university translation course in China. Epub 2019 Dec 26. Keywords: There are statistically significant differences (p<.005) in the performance between age groups with means of 62% for age group 2030 and 67% for age group 31 39. Learners reported that their workmates stand in for them at workplaces to enable them do their study in blended learning while 61% are encouraged by their bosses to go and improve their skills through further education and training. This site needs JavaScript to work properly. Middle East Journal of Scientific Research, 8(2), 488492. The last part of the semester was for another face-to-face to review work done during the online sessions and final semester examinations. On the whole, poor quality technology yields no satisfaction by users and therefore the quality of technology significantly affects satisfaction (Piccoli, Ahmad, & Ives, 2001). 1): This research applies a quantitative design where descriptive statistics are used for the student characteristics and design features data, t-tests for the age and gender variables to determine if they are significant in blended learning effectiveness and regression for predictors of blended learning effectiveness. In view of the low efficiency of college students' autonomous independent learning, this research was aimed at building the OBE-oriented college students' blended English learning community in a smart environment. Supervised learning techniques were applied: linear regression and k-means clustering. Methods All participants ( n = 37) were randomly allocated into three groups. Loukis, E., Georgiou, S. & Pazalo, K. (2007). Peers showed great care during the blended learning experience (81%) and their experiences were appreciated by the society (66%). Berners-Lee T, Cailliau R, Luotonen A, Nielsen HF, Secret A. Emotional intelligence as a predictor for success in online learning. Online students: Relationships between participation, demographics and academic performance. (2010). (2014). Adopting a blended learning approach: Challenges, encountered and lessons learned in an action research study. Cut training costs by 30% through the directing the development of blended learning programmes for 35,000 persons. The researcher then applied the two educational programs he had prepared, and the results showed the effectiveness of using e-learning in direct lectures in terms of increasing students' cognitive achievement. International Education Journal, 7(4), 534546. Researchers have dealt with success factors for online learning or those for traditional face-to-face learning but little is known about factors that predict blended learning effectiveness in view of learner characteristics and blended learning design features. The https:// ensures that you are connecting to the Blocker, J. M., & Tucker, G. (2001). However, BL has evolved to encompass a much richer set of learning strategies such as live events, online content, collaboration, assessment and reference materials. There is however a low score on learners being assisted by family members in situations of computer setbacks (33.2%) as 53.4% of the learners reported no assistance in this regard. Internet and Higher Education, 7(2), 95105. (2008). Initiating knowledge construction by learners for blended learning effectiveness is exhibited in our findings and agrees with Rahman, Yasin and Jusof (2011). MJK conceived the study idea, developed the conceptual framework, collected the data, analyzed it and wrote the article. Generally, learners performed well in blended learning in the final examination with an average pass of 62% and standard deviation of 7.5. (2012) regarding technology as a predictor of learner satisfaction. 2022 Dec 16;11(12):1829. doi: 10.3390/antibiotics11121829. This part of our study seeks to establish the learner characteristics/backgrounds and design features that predict blended learning effectiveness with regard to satisfaction, outcomes, motivation and knowledge construction. A study by Marriot, Marriot, and Selwyn (2004) showed learners expressing their preference for face-to-face due to its facilitation of social interaction and communication skills acquired from classroom environment. Postgrad Med J. Marriot, N., Marriot, P., & Selwyn. However, there has yet to be a quantitative synthesis evaluating the effectiveness of blended learning on knowledge acquisition in health professions. Studies indicate that student characteristics such as gender play significant roles in academic achievement (Oxford Group, 2013), but no study examines performance of male and female as an important factor in blended learning effectiveness. They effectively used the communication tools (60%) and to work with peers by making posts (57%). Flexibility: Blended learning is flexible and allows students to learn at their own pace. Learners need to seek helpful assistance from peers and teachers through chats, email and face-to-face meetings for effectiveness (Lynch & Dembo, 2004). Motivation is seen here as an outcome because, much as cognitive factors such as course grades are used in measuring learning outcomes, affective factors like intrinsic motivation may also be used to indicate outcomes of learning (Kuo, Walker, Belland, & Schroder, 2013). https://doi.org/10.1186/s41239-017-0043-4, DOI: https://doi.org/10.1186/s41239-017-0043-4. ECIS, 2007 Proceedings, paper 175. They enjoyed the course units (78%) and improved their skills with technology (89%). Beard however dealt with a comparison between online and on-campus learning while our study combines both, singling out the face-to-face part of the blend. Zielinski, D. (2000). The common form of communication medium frequently used by learners during the blended learning experience was by phone (34.5%) followed by whatsapp (21.8%), face book (21%), discussion board (11.8%) and email (10.9%). Finally, none of the independent variables considered under this study were predictors of learning outcomes (grade). Linearity was found suitable from the scatter plot of the standardized residuals and was rectangular in distribution. (2013). Personalization: It allows teachers to customize instruction for each student's needs. Blended learning is an effective approach to the passive knowledge engagement of a massive number of students, which also increases learning outside the traditional face-to-face learning environment (Oakley, 2016 ). Lin, B., & Vassar, J. Blended learning can beneficial for any student, but it is especially effective for nursing students. Arbaugh (2000) and Swan (2001) indicated that high levels of learner-instructor interaction are associated with high levels of user satisfaction and learning outcomes. In the school of Education (n=70) and Business and Management Studies (n=133), sophomore students were involved due to the fact that they have been introduced to ICT basics during their first year of study. blended learning, English language teaching, digitized teaching resources, application strategy, effectiveness and reflection Abstract In the post-pandemic era, with the constant updating and development of information technology, both at home and abroad, the close connection between the modern education system and information technology has been demonstrated. They have dealt with emotional intelligence, resilience, personality type and success in an online learning context (Berenson, Boyles, & Weaver, 2008). A Comprehensive Learning Management System A comprehensive Learning Management System (LMS) is a prerequisite for creating an immersive learning environment. Blended Learning: The Convergence of Online and . 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