Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

Abstract

This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

“…On the other hand, a study by Bovermann et al (2018) suggested that an effective online learning environment should include the factor of gaming as it could result in participants being more motivated in learning and also increase their level of satisfaction. To add to that, Kintu et al (2017) asserted that for mobile learning to be effective and contribute to learners' increased academic performance, it has to include other factors such as learners' interest, learning design and learning outcomes, in which learners' needs and a proper learning framework have to be prepared. Contrarily, Drew and Mann (2018) held a negative view of mobile learning and the use of interactive mobile application in lessons as they believe it is unfitting, uncomfortable and unacademic concerning the learning experience.…”

“…The inconclusiveness on whether mobile learning can be a good driving force in teaching and learning, and how it can really be effective can perhaps be answered by filling in the gaps highlighted by some previous studies. For instance, Kintu et al (2017) suggested that besides the students' characteristics, mobile learning design features are good drivers towards an effective blended learning environment. Meanwhile, Barrs (2011) recommended that detailed guidance and explanation on how to use smartphones appropriately in classroom settings is imperative if meaningful learning is to take place.…”

“…The findings of this study therefore suggested a future study in the field of mobile learning for instance, should also take into consideration the factor of gaming in the applications chosen. While studies in the field of blended and mobile learning are done for the purpose of comparing the learning environment and academic achievements, its effectiveness may be contingent on factors such as student characteristics, design features and learning outcomes (Kintu et al 2017). Thus, it is ideal to understand that, a research on mobile learning should be comprehensive which includes needs analysis, a proper guided mobile learning framework, with the expected learning outcomes.…”

The Role Of Collaborative Work In Blended Learning

“…It is necessary to strengthen the incorporation of contextual elements of the professional profile which is being formed (Zabalza, 2009). In this sense, Lloréns, Espinoza, & Castro (2013), discuss the importance of proportionality in terms of times, technological resources, and tutorial support for individuals and groups that are also evident in the activities of the three groups, and that according to Kintu, Zhu, & Kagambe (2017) are elements of a sound teaching design that are significant predictors of the development of student skills using BL teaching models.…”

The Use of Blended Learning Model Integrated with Learning Management System in Volleyball Learning Subject in Faculty of Sports Science State University of Malang

“…The implementation of blended learning model can improve student academic performance [22]. Some characteristics of the student's background (mental maturity, attitudes, computer mastery, competence, gender, and workload) can be used as a basis in implementing blended learning model [23]. It is expected that with the learning model, student learning activities can be facilitated well.…”