Online vs. Blended Learning: Differences in Instructional Outcomes and Student Satisfaction (original) (raw)
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Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction
Online Learning
This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings.
AL-ISHLAH: Jurnal Pendidikan
Blended learning is an alternative solution that the government had come up with to make up for the flaws of online learning, which was put into place during COVID-19 when the offline way of teaching was completely switched. In practice, though, the online method had some problems, so the government came up with a plan to use the mixed learning method. Then, this study was done to see how offline, online, and blended learning models affected learning results and how happy students were with them. The qualitative method was used to do this study. The information used in this study came from 28 students at X University who filled out surveys and were also interviewed. Overall, the results of this study showed that the face-to-face learning approach was the most effective way to learn. This is because students can understand the lessons better and feel more satisfied with this way of learning. Other learning models, on the other hand, have more distractions, making it harder for studen...
BLENDED LEARNING AND USER SATISFACTION
2009
Increasingly, e-learning is gaining popularity and acceptance both in academic as well as in corporate environments. With the rapid increase of online instruction, many experts predict that e-learning may at some point become the largest source of higher education. A significant factor related to the acceptance and success of e-learning involves students' perceptions of and attitude towards online learning. In addition, past experiences with actual online instruction can be an important factor in students' perceptions of e-learning. This study surveys students' experience with an online unit in a traditional face-to-face course. Included also are student evaluations of several online components of a web-based course management software used in the course. Additional research can provide greater insight into the factors that promote the acceptance of and success with online instruction.
During the past few years the number of courses offered online has greatly increased as technology has made delivery of such courses more feasible. Blended learning environment amalgamates the advantages of distance education with the effective aspects of traditional education. The purpose of this study was to investigate the effectiveness of blended learning instruction in terms of students’ satisfaction. Participants were sixty one (n=61) undergraduate students, between the ages from 17-24 years old. Forty-four percentage (44.3%) of the participants were male and fifty-six were female (55.7%). For the data collection at the end of this study, students completed a questionnaire with 2 sections. The first section included the students’ demographic/personal data. The second section evaluated students’ satisfaction about the blended learning course. Students’ satisfaction had been acknowledged as an important factor in order to estimate the effectiveness of a course, especially a blended course. Data analysis revealed that perceived e-learner satisfaction was higher than the average indicating students’ high satisfaction with the overall learning experience.
Learner satisfaction on blended learning
2008
Abstract This paper focuses on learner satisfaction as a measure of quality of blended learning. Blended learning combines multiple delivery media that are designed to complement each other and promote learning and application-learned behavior (Singh, 2003).
This study sought to compare and assess students’ experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching one section of an undergraduate English Literacy course using the face-to-face format while, in the same semester, teaching another section of the same class in a hybrid/blended format were willing to invite students (Blended: n = 26; Traditional: n = 26) to participate in this study. Students in the blended course reported significantly higher overall learning motivation (p = .045) than students in the traditional course. They also reported higher levels of learning outcomes (p = .45) and final grades (p = .192) with no significant difference. Moreover, blended learners indicated that they would like to take more blended classes and would recommend them to their friends.
Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students' learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students' knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students' satisfaction in blended learning method was higher than lecture method.
University student satisfaction and perceived effectiveness of a blended learning course
International Journal of Learning Technology, 2017
Universities started to implement online learning to support face-to-face learning. However, student satisfaction and perceived effectiveness of blended learning courses are linked to their previous learning experience, personal preferences and other student and teacher variables. This study examines student satisfaction and perceived effectiveness of a blended learning course and key factors related their satisfaction and perceived effectiveness in a Belgian university. In total 117 students enrolled for this course participated in an online survey and a random sample of 22 students participated in the interviews. The results indicate that student background and situational variables (international or local students, full-time or part-time students) perceived the effectiveness of the blended learning course differently. Part-time students had a higher perception of the effectiveness of the blended learning course. International students were more in favour of the blended learning mode than local students. Teacher competence and teacher support were regarded as the most important determinants for student satisfaction with the blended learning course. Other important factors influencing student perceptions and satisfaction with the blended learning course were examined and the results were discussed.
2018
In higher education, e‑learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face‑to‑face teaching to online learning and/or blended learning in order to try to define which of the formats provides, e.g., the highest learning outcome, creates the most satisfied students or has the highest rate of course completion. However, these studies often show that teaching and learning are influenced by more than teaching format alone. Many factors play significant roles, and this literature review will look further into some of them.The review has a special interest in professional bachelor education and teacher training, and it focusses on factors that influence learning experiences in e‑learning, online learning and blended learning. Thus, the research question of the review is as follows: Which factors are found to influence e‑learning and bl...