Comparing student performance in blended and traditional courses: Does prior academic achievement matter?

Asarta, Carlos J.; Schmidt, Joana

doi:10.1016/j.iheduc.2016.08.002

Cited by 93 publications

(59 citation statements)

References 44 publications

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“…Results from a large meta-analysis conducted in the United States (US) showed that students in BL perform better, have less attrition, and are more satisfied than with traditional classrooms (Means, Toyama, Murphy, Bakia, & Jones, 2009). Asarta and Schmidt (2017) furthermore found in their class that prior academic achievement influenced student performance in blended learning. Those in the lower third of grade distribution performed better in traditional classrooms, while the highest-performing third performed better in the blended classrooms with flipped instruction.…”

Section: Introductionmentioning

confidence: 97%

Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

Roux

Nagel

2018

Int J Educ Technol High Educ

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We describe a case study of a third-year undergraduate class in Enterprise Education. A blended learning design in the form of a flipped classroom with a duration of one semester, was explored in two cohorts. The question was to explore how students experienced the flipped class for learning and how this approach presented the different presences in the Community of Inquiry (CoI), and its revisions. The online learning components represented the individual learning space, where the main resource was bespoke videos that replaced lectures and complemented the textbook and other learning material. The classroom hosted a business school-style seminar where students in small groups engaged in solving a new business case study, going through phases of developing a concept to presenting the group solutions to the class. It aimed at fostering active learning both inside and outside the class. Students participated in the activities to apply the theory in new cases. The teacher facilitated the sessions, provided direction and correction as needed. The research used mixed methods consisting of trace data, quantitative and qualitative student feedback to explore how suitable the flipped classroom in undergraduate education was towards developing deep learning. The online individual learning space yielded highly salient Teaching Presences, accompanied by evidence of Agency Presence, characterised by independent activity and personal learning preferences. Online videos and ICT resources helped with understanding the theory ahead of class meetings. Seminars in the collaborative space fostered deep learning of the theory, and enabled students to apply the prepared theory in case studies and solve problems. Integration and particularly Resolution in Cognitive Presence of CoI featured in the seminars, while Social Presence was the weakest. Suggestions are made to implement the flipped class principles in an online class.

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Section: Introductionmentioning

confidence: 97%

Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

Roux

Nagel

2018

Int J Educ Technol High Educ

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“…Exploration and inquiry go hand in hand; how one teaches, how one learns, how one interacts with content, students, and instructors assists in uncovering the benefits and challenges of hybrid teaching and learning. Through such inquiry, evidence serves as an argument for or against hybrid learning (e.g., Asarta & Schmidt, 2017;Parkes et al, 2015;Owston, York, & Murtha, 2013) and potentially experiences that explore and enhance (or not) successful hybrid teaching and learning.…”

Section: Hybrid Teaching and Learning Researchmentioning

confidence: 99%

Puzzling Hybrid, Hybrid Puzzling

Kleinsasser¹

2018

JER

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This article encourages inquiry into hybrid (blended, connected, etc.) and second language acquisition (SLA) research, teaching, and learning. Panoramic sketches survey current hybrid research and practice. Heeding Fishman and Dede's (2016) advice, readers will be challenged to consider shifting from "educational evolution to transformation and disruption" and "investing in a robust, flexible infrastructure of people and tools" (pp. 1320-1321). Second language (L2) acquisition elements will offer potential to broaden the edges of various landscapes of L2 teaching and learning (e.g., face-to-face, online, and hybrid), while offering avenues of innovative research potential for hybrid types of investigations, in general. Readers will be enjoined to consider macro-and micro-issues where they can puzzle about the creation and development of vibrant (L2) hybrid (blended, connected, etc.) teaching, learning, and research agendas.Makalah ini lebih lanjut mengembangkan informasi dari alamat paripurna yang diberikan selama Konferensi Internasional UHAMKA perdana tentang Pengajaran Bahasa Inggris (ELT) dan Pembelajaran Bahasa Berbasis Komputer (CALL) (UICELL 2017) di Jakarta, Indonesia, 23 November 2017. Artikel ini mendorong penyelidikan hibrida (dicampur, terhubung, dll) dan penelitian akuisisi bahasa kedua (SLA), pengajaran, dan pembelajaran. Sketsa survei penelitian dan praktik hybrid saat ini. Mengadopsi nasihat Fishman dan Dede (2016), pembaca akan ditantang untuk mempertimbangkan beralih dari "evolusi pendidikan ke transformasi dan gangguan" dan "investasi dalam infrastruktur yang kuat dan fleksibel dari orang dan alat" (pp. 1320-1321). Unsur-unsur akuisisi bahasa kedua (L2) akan menawarkan potensi untuk memperluas berbagai lanskap pengajaran dan pembelajaran L2 (misalnya, tatap muka, online, dan hibrida), sambil menawarkan peluang bagi potensi penelitian inovatif untuk jenis investigasi hibrida, secara umum. Pembaca akan diharapkan untuk mempertimbangkan isu-isu makro dan mikro di mana mereka dapat membuat mempertimbangkan tentang penciptaan dan pengembangan program pembelajaran, pembelajaran, dan penelitian yang bersemangat (L2) hibrida, terhubung.

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“…Additionally, previous studies have pointed out that there is a lack of clear evidence that face-to-face lessons are superior compared to e-learning or vice versa. (Asarta & Schmidt, 2016;Bolliger & Martindale, 2001;Johnson, Aragon, Shalik, & Palma-Rivas, 1999;Redding & Rotzien, 2001). Ruismäki, Juvonen, and Lehtonen (2012) have examined the Internet as a learning environment in guitar playing.…”

Section: Background Of the Studymentioning

confidence: 99%

Toward a Blended Learning Model of Teaching Guitar as Part of Primary Teacher Training Curriculum

Tuisku¹,

Ruókonen²

2017

EJSBS

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This study focused on the challenges that students face during the early state of learning to play the guitar. Based on those challenges, a model of blended learning was developed, which provides a solution to how to organize teaching and answer students' diverse needs with the aim of encouraging our students to take advantage of blended learning environments and styles. Data were gathered with semi-structured theme interviews. The most critical factors in organizing teaching and designing a blended learning guitar course fell into four categories: Instrument specific challenges, heterogeneous group, learning facilities and course structure, and motivation. The results added depth to knowledge of previous studies on e-learning. Students want to have an instrument in hand when they watch instructional videos online; otherwise, they are just watching videos without learning. This indicates a need to define the concept of autonomous learning more specifically. When and where exactly is it supposed to happen? Results of the relationship between face-toface lessons and e-learning were in line with earlier research, in which both were seen to support each other.

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Comparing student performance in blended and traditional courses: Does prior academic achievement matter?

Cited by 93 publications

References 44 publications

Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

Puzzling Hybrid, Hybrid Puzzling

Toward a Blended Learning Model of Teaching Guitar as Part of Primary Teacher Training Curriculum

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