Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

Abstract

The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended elearning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students' scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students' achievement test scores, but significantly affected their self-assessment scores.

Learner Responsibility and Homework Quality in Secondary EFL Blending

“…In agreement with the conclusions of Tosun (2015), some other studies produced similar outcomes (Alshwiah, 2009;Cheng, Shu, Liang, Tseng & Hsu, 2014). On the extreme, without any meaningful offline (i.e.…”

Firefighting training at a distance – a longitudinal study

“…However, educators can improve student engagement and completion rates through effective interventions (Yates, BrindleyRichards, and Thistoll 2014). In line with this, previous studies that compared online distance learning with traditional classroom learning in vocational education found no significant differences in achievement test scores (Chang et al 2014;López Soblechero, González Gaya, and Hernández Ramírez 2014). However, studies on vocational training programmes, which involve extensive practical exercises and scenario training, seem to be rare (cf.…”

Effectiveness of Gamification Elements in Blended Learning Environments

“…The studies on blended learning mostly focus on the environment-method discussion. In most of these studies, blended learning and traditional learning were compared (Al-Qahtani & Higgins, 2013;Chang et al, 2014;Drysdale et al, 2013;Hamza, 2015;Smith & Suzuki, 2015), and it was found that students in blended learning environments had higher levels of achievement, motivation and attitudes when compared to those in traditional learning environments (Caputo, 2010;Drysdale et al, 2013;Hebebci & Ertugrul, 2015;Tuysuz & Balaman, 2011). Besides these studies, Cheng and Chau (2016) reported significant relationships between learning styles of learners and their online participation, between online participation and academic achievement and between achievement and satisfaction.…”