A meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers

Schmid, R.; Borokhovski, Eugene; Bernard, R; Pickup, David; Abrami, Phillip C.

doi:10.1016/j.caeo.2023.100142

Cited by 12 publications

(5 citation statements)

References 70 publications

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“…In one meta-analysis study that examined the effect of online learning, blended learning, and flipped classrooms on student achievement, the results revealed positive significant differences in the three measures. (Schmid et al, 2023). The study supports the concept that the implementation of blended learning approaches, combining traditional and online learning, enhances student performance.…”

Section: Performance Of the Students In Biologysupporting

confidence: 69%

Enhancing Students' Performance in Biology through Blended Learning with Collaborative Tools and Interactive Online Activities

Bandarlipe

2024

INT J INSTRUCTION

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The study focused on the assessment of the technological pedagogical and content knowledge (TPACK) of graduate students enrolled in the Master of Arts in Science Education (MASE) program and tested the effectiveness of a blended learning approach using online collaborative tools, a learning management system, and interactive resources in Biology. The specific objectives of the study included describing the profile of MASE students in terms of computer and internet resources and skills, measuring their confidence levels in the four TPACK constructs, finding significant differences in pretest and posttest scores, and obtaining student feedback on the use of Edmodo as a Learning Management System. The study employed a one-shot pretest-posttest experimental design using a combination of online resources and face-to-face interactions. Based on the results, there was an increase in the median values before and after the intervention, as shown by the difference between the pre-median and post-median. Pre-implementation, the TPACK confidence level of the students was rated fairly confident (FC), but it increased after to completely confident (CC). This suggests that the students' TPACK confidence level improved positively using the BL approach. Likewise, the t-stat value of 10.68 indicates a significant difference between the pretest and posttest scores after implementing the blended learning approach. This suggests that the blended learning approach had a positive and noteworthy impact on the student's performance, as seen in the improved test scores. The study's results highlighted the benefits of Edmodo as well as the use of interactive online activities in their performance and TPACK as reported by the students.

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Section: Performance Of the Students In Biologysupporting

confidence: 69%

Enhancing Students' Performance in Biology through Blended Learning with Collaborative Tools and Interactive Online Activities

Bandarlipe

2024

INT J INSTRUCTION

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“…This issue highlights the necessity for teaching modules based on Technological Pedagogical Content Knowledge (TPACK) to increase primary school students' scientific domain. The demands of an autonomous curriculum, which requires instructors to be able to build and develop instructional modules based on student learning requirements, support this need (Chaipidech et al, 2022;R. F. Schmid et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Modules Based on Technological Pedagogical Content Knowledge to Improve Elementary Students' Science Domain

Faizal,

Khoirunnisa,

Hendra Budiono

2023

International j.of Elementary Education

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The use of teaching modules based on technological pedagogical content knowledge has not been used to the maximum because teachers are still focused only on the theory. The purpose of this research is to produce a teaching module based on TPACK in order to improve the science domain of elementary school students. This research approach is a mix method with the type of Research and Development using the ADDIE development model. The qualification test covers the level of validity and practicality. Data collection tools use validity and practicality lifts. The data in this study is both quantitative and qualitative. The product validation results showed a validation rate of 94.29% for high validity categories. As for the media validity rate of 96% for High validity Categories, the material validation of 98% for higher validity, and the language validation for 88.89% for the High Validity Category. The practicality rate of 85.72% for the Good Practical Category, the teacher's response to 82% of the category was very Practical and the student's reply to 89.44% of the Category was Very Practice. The results of the research show that the teaching module based on technological pedagogical content knowledge (TPACK) to improve the science domain of elementary school students deserves to be used in the learning process.

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“…It could be suggested that the current findings were significant in reflecting the OLR of individuals in completely online and blended education. It should be noted that achieving successful outcomes in such environments is not solely reliant on technology but rather heavily dependent on effective pedagogy (Schmid et al, 2023), emphasizing the importance of using technology as a catalyst, as argued by Clark (1994). In this context, future studies could contribute to the literature:…”

Section: Conclusion and Suggestionsmentioning

confidence: 97%

“…For example, due to the lack of guidance and support, learning outcomes could fall below conventional instruction (McLaughlin et al, 2014;Sun, Wu, & Lee, 2017). The existing literature suggests that, in comparison to traditional and blended education, the flipped classroom approach generally demonstrates greater effectiveness (Schmid, Borokhovski, Bernard, Pickup, & Abrami, 2023) and is more effective in terms of academic performance and student motivation (Al-Said, Krapotkina, Gazizova, & Maslennikova, 2023;Debbağ & Yıldız, 2021;Karabatak & Polat, 2022;Stöhr et al, 2020;Thai et al, 2017). However, a study conducted by Tang et al (2023) has identified that learners, in general, were not satisfied with the flipped classroom approach and encountered issues, particularly in the context of communication.…”

Section: Flipped Classroommentioning

confidence: 99%

Ters-yüz Sınıf Yaklaşımda Çevrimiçi Öğrenme Hazır Bulunuşluğu: Pandemi Dönemi ve Sonrası

İLİC

2023

J Higher Edu Sci

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The manifestation of the alterations witnessed across various domains consequent to the pandemic took shape as remote instruction within the realm of education. In this process, mostly the flipped learning model was adopted. This approach was implemented during the pandemic, when education was purely online, and after face to face education was reinitiated. However, learners’ readiness in learning environments has not been adequately researched. Hence, it was aimed to scrutinize the learner readiness in the flipped learning model in both online and blended instruction systems. The time-series method was utilized in the research. The study sample was assigned with the criterion sampling method. The study group included 51 pre-service teachers. The data were gathered at the start and end of the 2020 fall term and the end of the 2021 fall semester. Findings demonstrated that readiness, learner-control, internet self-efficacy and online communication self-efficacy levels of the students were similar. Notably, computer self-efficacy and motivation scores exhibited increments. On the other hand, it was found that the self-directed learning and ease of use parameters exhibited decreases. It was revealed that the ease of use decreased over time. The study findings would raise the understanding the learner readiness within the framework of flipped learning, both in fully online and blended formats, thereby enriching the educational discourse

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A meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers

Cited by 12 publications

References 70 publications

Enhancing Students' Performance in Biology through Blended Learning with Collaborative Tools and Interactive Online Activities

Enhancing Students' Performance in Biology through Blended Learning with Collaborative Tools and Interactive Online Activities

Modules Based on Technological Pedagogical Content Knowledge to Improve Elementary Students' Science Domain

Ters-yüz Sınıf Yaklaşımda Çevrimiçi Öğrenme Hazır Bulunuşluğu: Pandemi Dönemi ve Sonrası

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