Effect of blended learning on student performance in K‐12 settings: A meta‐analysis

Li, Shuqin; Wang, Weihua

doi:10.1111/jcal.12696

Cited by 34 publications

(32 citation statements)

References 94 publications

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“…The success of implementing the HL strategy (experimental class) demonstrates that the hybrid strategy is appropriate for millennial students (generation Z as digital natives), or students born between 1995 and 2010. This supports several previous studies [14][15]. The HL strategy is superior to the typical classroom or face-to-face class in terms of active learning, student learning results, and learning satisfaction [13][14][15].…”

Section: Introductionsupporting

confidence: 89%

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The Cloud-powered Hybrid Learning Process to Enhance Digital Natives’ Analytical Reading Skills

Napaporn¹,

Maneewan²,

Thamwipat³

et al. 2023

IJACSA

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Analytical reading is a necessary cognitive skill for advancing to other skills required in the digital age. Thailand is focused on the instructional development and use of digital media to enhance the digital natives' analytical reading skills, which will assist learners of all ages in effectively and quickly adapting to changes in the digital environment. After the COVID-19 pandemic situation, educational institutions in Thailand have begun to embrace a hybrid learning approach like never before. The limitations of the existing learning process for boosting digital natives' analytical reading skills are the lack of integration between reading techniques, hybrid pedagogies, and emerging learning technologies to enhance learners' seamless learning experiences. Thus, this study aims to propose the Cloudpowered Hybrid Learning process (Cp-HL process) to enhance digital natives' analytical reading skills. This study consisted of two main stages in the research methodology: 1) learning process development; and 2) learning process evaluation. The developed Cp-HL process had four main learning phases: (1) preparation for hybrid learning; (2) presentation for interactive learning;(3) practice with analytical reading; and (4) progress reports on analytical reading skills. All the experts agreed that the newly developed Cp-HL process performed extremely well in terms of overall suitability.

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Section: Introductionsupporting

confidence: 89%

“…This supports several previous studies [14][15]. The HL strategy is superior to the typical classroom or face-to-face class in terms of active learning, student learning results, and learning satisfaction [13][14][15].…”

Section: Introductionsupporting

confidence: 89%

The Cloud-powered Hybrid Learning Process to Enhance Digital Natives’ Analytical Reading Skills

Napaporn¹,

Maneewan²,

Thamwipat³

et al. 2023

IJACSA

View full text Add to dashboard Cite

show abstract

“…It includes three categories: affective domain, behavioral domain, and cognitive domain. Digital technologies affect different domains of students’ learning performance (Li & Wang, 2022). So, MST could generate different impacts on different learning outcomes.…”

Section: Methodsmentioning

confidence: 99%

Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis

2023

Journal of Educational Computing Research

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Body movements are regarded as part of the learning process. With the evolution of motion-sensing technology (MST) (e.g., Kinect, Xtion Pro, and Leap Motion), educational researchers try to explore the effect of MST on learning. However, the effect of MST on learning performance is still unclear. This is the first meta-analysis that aims to examine the effectiveness of MST on students’ learning. A total of 48 effect sizes from 37 independent and high-quality studies are analyzed, and the result suggests that MST has an upper-medium effect on learning (SMD = .574, 95% CI = [.450, .698], p < .001), particularly in the affective domain (SMD = .822). Moreover, three of eleven moderators (i.e., the subject, site of learning, and region) have moderating effects. The moderator analysis indicates that the following conditions are more conducive to MST-assisted learning: (1) 31∼50 students, (2) middle school, (3) >1 month, (4) No-STEM subjects, (5) game-based learning, (6) small group + individual learning, (7) high embodied level, (8) classroom, and (9) Asia and Europe. Finally, the discussions, implications, limitations, and future research directions are put forward.

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“…Rahman et al (2020) stated that there are significant differences in learning motivation and learning achievement between classes that use the face-to-face learning model in classes that use BL causing students' learning motivation to increase. BL is an effective way to improve student performance compared to traditional faceto-face learning (F2F) (Li & Wang, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Problem-based Learning through Blended Learning on Digital Literacy of Eleventh-Grade Students on Excretory System Material

Yustina

Mahadi

Daryanes

et al. 2022

JPII

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This study aims to analyze students’ digital literacy through problem-based Learning (PBL) through Blended Learning (BL). The research was carried out in the eleventh grade of SMA Negeri Plus Riau in the even semester of the 2021/2022 academic year. This research is quasi-experimental, using a closed questionnaire with 4 Linkert scales. The research parameter is students’ digital literacy with eight indicators: Functional Skills and Beyond, Creativity, Collaboration, Communication, The Ability to Find and Select Information, Critical Thinking and Evaluation, Cultural and Social Understanding, and E-Safety. Data were obtained using the Linkert scale and converted into Value (N). Value every aspect is the score obtained from the answer indicators that are checked (considered the most appropriate) and divided by the maximum score multiplied by 100. The average value of each aspect is obtained from the total value of each indicator divided by the number of indicators, then analyzed descriptively and qualitatively. Digital literacy students in the control class got an average score of 77.5 (good category) and 85.25 in the experimental class (very good category). Of the eight indicators, the highest digital literacy indicator in the control and experimental classes is creativity, with scores of 85 and 88, respectively. The E-Safety indicator scores 85 and 90. The lowest score was the Critical Thinking and Evaluation indicator, in the control and experimental classes, with a 75, categorized as good. Problem-based learning model through blended learning positively affects the digital literacy of eleventh-grade students of SMA Negeri Plus Riau on the excretory system material.

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Effect of blended learning on student performance in K‐12 settings: A meta‐analysis

Abstract: Background: Blended learning programs in Kindergarten through Grade 12 (K-12) classrooms are growing in popularity; however, previous studies assessing their effects have yielded inconsistent results. Further, their effects have not been completely quantitatively synthesized and evaluated.

Cited by 34 publications

References 94 publications

The Cloud-powered Hybrid Learning Process to Enhance Digital Natives’ Analytical Reading Skills

The Cloud-powered Hybrid Learning Process to Enhance Digital Natives’ Analytical Reading Skills

Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis

The Effect of Problem-based Learning through Blended Learning on Digital Literacy of Eleventh-Grade Students on Excretory System Material

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