A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries

Cao, Wenwen

doi:10.3389/fpsyg.2023.1212056

Cited by 12 publications

(6 citation statements)

References 55 publications

(64 reference statements)

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“…The fact that the study participants who only even had the chance to use Coursera exhibited favorable sentiments towards the quality of the content, its applicability, and its potential to improve teaching practice is encouraging. The evaluation of our results is in line with the review presented in [23], reporting that most of the studies conclude the following: (1) blended learning can improve the performance, attitude, and achievement of learners; and (2) while a majority of learners positively assess blended learning, blended learning "cannot significantly improve student engagement". Therefore, it is important for educators to motivate and engage students with different interactive and innovative teaching practices.…”

Section: Discussionsupporting

confidence: 85%

Teachers and Students as Promoters or Repressors of Sustainable Education: Navigating the Blended Learning Landscape

Boskovic,

Husremovic,

Muslic

et al. 2023

Sustainability

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Technology is acting as a catalyst for the transformation towards sustainability in education and as a means of reshaping the educational experience. This transformation is part of an overall transformation in our society, and education should be dedicated to creating satisfied students able to think autonomously, take responsibility for their views, and contribute to society. Both sustainable education and education for sustainability benefit from blended learning, which facilitates participatory teaching and empowers learners. The aim of our research was to determine teachers’ and students’ (a) awareness of the development of digital platforms for teaching and learning, (b) perception of their own digital skills, (c) use and experience of Coursera, and (d) attitudes towards the content and benefits of digital platforms, such as Coursera, for teaching and learning. The analysis was carried out using a questionnaire in which we collected feedback from students and teachers at the University of Sarajevo about their awareness and preferences of the contents offered by Coursera and their readiness to use those additional learning and teaching resources. The results of this study show that there is a lack of awareness of online e-learning platforms among students, with more than half of the sample professing ignorance about these sites. The identified lack of experience and a noticeable lack of motivation could present significant repressors in the transformation of education if not addressed properly.

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Section: Discussionsupporting

confidence: 85%

Teachers and Students as Promoters or Repressors of Sustainable Education: Navigating the Blended Learning Landscape

Boskovic,

Husremovic,

Muslic

et al. 2023

Sustainability

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“…In the USA, blended learning combines in-person instruction with online resources, offering flexibility, catering to different learning styles, and enhancing student engagement and collaboration (Cao, 2023). However, challenges related to the "digital divide" persist, influenced by socio-economic factors that impact access to high-speed internet and devices, thus affecting engagement levels among certain demographics (Okereke et al, 2020).…”

Section: Pedagogical Shifts and Student Engagementmentioning

confidence: 99%

E-learning platforms in higher education: A comparative review of the USA and Africa

Idowu Sulaimon Adeniyi,

Nancy Mohd Al Hamad,

Ololade Elizabeth Adewusi

et al. 2024

Int. J. Sci. Res. Arch.

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This comparative review explores the landscape of e-learning platforms in higher education, drawing distinctions between the United States and Africa. As technology continues to transform education globally, understanding the nuanced approaches and challenges faced by these regions becomes paramount. In the United States, a leader in educational technology, e-learning platforms have become integral to higher education institutions. This study examines the diverse platforms utilized, ranging from learning management systems to specialized tools fostering interactive and collaborative learning experiences. The analysis also delves into the role of Massive Open Online Courses (MOOCs) and their impact on access to education.In contrast, the African continent exhibits a varied and evolving e-learning terrain, shaped by economic, infrastructural, and cultural factors. The study reviews how African higher education institutions are adapting to digital transformation, emphasizing the unique challenges faced in the implementation of e-learning platforms. Accessibility, connectivity issues, and the digital divide present formidable hurdles, yet innovative initiatives and partnerships are emerging to address these constraints.A comparative lens is applied to elucidate commonalities and disparities in e-learning adoption between the USA and Africa. Policy frameworks, funding mechanisms, and institutional support for e-learning initiatives are scrutinized, revealing how governmental and organizational strategies influence the trajectory of digital education. The study also considers the role of e-learning in addressing socio-economic disparities, particularly in Africa, where digital education has the potential to bridge gaps and enhance educational inclusivity.The implications of these comparative findings extend beyond the technological realm, touching upon pedagogical shifts, student engagement, and the future of higher education. As the world navigates the complexities of the digital age, this comparative review contributes to a broader understanding of how e-learning platforms are shaping higher education in the USA and Africa, offering insights for policymakers, educators, and stakeholders invested in advancing educational opportunities in an increasingly interconnected world.

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“…[36] Departing from traditional instruction-based pedagogy, blended learning facilitates the integration of real-world problems into classroom instruction, allowing students to synthesize and apply knowledge in realtime. [37] Blended learning can be a catalyst approach to promoting 21 st -century skills in the future of STEM education. Many of what we consider as 21 st -century skills are essentially higher-order thinking skills.…”

Section: Blended Learning: An Emerging Mode Of Learning In Stemmentioning

confidence: 99%

Harnessing pedagogical innovation and educational technology to revolutionize STEM beyond the classroom: Future directions

Lai

2023

STEM Edu Rev

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The rapid advancements in pedagogical innovation and educational technology have opened new avenues for transforming Science, Technology, Engineering, and Mathematics (STEM) education beyond traditional formal learning settings. This paper delves into emerging learning models and investigates the potential of integrating technology to revolutionize STEM education by fostering the skill sets necessary for the future. Specifically, this paper examines key pedagogical approaches, blended learning and inquiry-based learning, that can be effectively combined with educational technologies to bridge learning across diverse contexts, extending beyond the confines of the classroom. By highlighting educational technologies, this paper aims to advocate for the utilization of learning tools to create immersive and interactive learning experiences. It is argued that by designing these learning experiences, the gap could be bridged between abstract concepts taught within the classroom and the real-world challenges encountered beyond its boundaries.

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A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries

Cited by 12 publications

References 55 publications

Teachers and Students as Promoters or Repressors of Sustainable Education: Navigating the Blended Learning Landscape

Teachers and Students as Promoters or Repressors of Sustainable Education: Navigating the Blended Learning Landscape

E-learning platforms in higher education: A comparative review of the USA and Africa

Harnessing pedagogical innovation and educational technology to revolutionize STEM beyond the classroom: Future directions

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