Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction

Abstract

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.

Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

“…Specifically, although some studies found no significant differences between the course formats in learning outcomes (Lim et al, 2007;Neuhauser, 2010), others found that students reported higher achievements and performance in online learning (Burkhardt, Kinnie, & Cournoyer, 2008;Connolly, MacArthur, Stansfiled, & McLesslan, 2007;Lim, Kim, Chen, & Ryder, 2008;Navarro & Shoemaker, 2000). Moreover, similar results were found in studies, which examined differences in final grades and satisfaction among students who participated in different methods (F2F or online) of the same course.…”

“…Assignments, as an interactive activity, may better motivate students and engage them with course content as well as better prepare them to get higher grades on the final exam (Chen et al, 2010;Lim et al, 2007). Thus, these results suggest that although differences between online and F2F courses exist, sometimes they may be derived by the course subject and/or its unique characteristics.…”

“…Integrating interactive activities and inquiry-based learning pedagogies within online courses may stimulate students to use higher order skills and increase their engagement and satisfaction in the course (Chen, Lambert, & Guidry, 2010;Du et al, 2005;Duderstadt, Atkins, & Houweling, 2002). Lim et al (2007) found that the most effective learning activities for learners are instructional activities such as group and individual projects, discussion activities, and class assignments.…”

“…Indeed, decision makers at academic institutions consider online academic courses to be a critical long-term strategy (Allen & Seaman, 2015;Parker, Lenhart, & Moore, 2011) for improving teaching and providing access to a wide range of audiences (Macfadyen & Dawson, 2010;Roby, Ashe, Singh, & Clark, 2013). Indeed, calls were made to explore and identify if and how the formats of online courses are different in their effectiveness in regard to students' learning and satisfaction (Crawford-Ferre & Wiest, 2012;Nguyen, 2015), in order to better address teaching and learning processes (Lim, Morris, & Kupritz, 2007;Song, Singleton, Hill, & Koh, 2004). Indeed, calls were made to explore and identify if and how the formats of online courses are different in their effectiveness in regard to students' learning and satisfaction (Crawford-Ferre & Wiest, 2012;Nguyen, 2015), in order to better address teaching and learning processes (Lim, Morris, & Kupritz, 2007;Song, Singleton, Hill, & Koh, 2004).…”

“…However, along with the expansion of online courses within academic curricula in higher education, there is an ongoing debate about the quality and effectiveness of such courses compared with face-to-face (F2F) courses (Allen & Seaman, 2015;Hannafin, Hill, Oliver, Glazer, & Sharma, 2003) and a lack of compelling quantitative evidence of learning effectiveness (Lack, 2013). Indeed, calls were made to explore and identify if and how the formats of online courses are different in their effectiveness in regard to students' learning and satisfaction (Crawford-Ferre & Wiest, 2012;Nguyen, 2015), in order to better address teaching and learning processes (Lim, Morris, & Kupritz, 2007;Song, Singleton, Hill, & Koh, 2004).…”