Effectiveness of online and blended learning from schools: A systematic review

Topping, Keith J.; Douglas, Walter; Robertson, D. M.; Ferguson, Nancy

doi:10.1002/rev3.3353

Cited by 45 publications

(36 citation statements)

References 65 publications

(77 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results somehow reflect concerns raised in previous studies that students helping each other adjusted easily in blended learning (Han & Ellis, 2021) and technology promotes higher self-regulation (Topping et al, 2022). Lastly, social influence had a positive effect on the use of learning management.…”

Section: Findings and Discussionsupporting

confidence: 82%

Enhancing Collaboration and Creative Thinking Skills through Technology Preparedness in a Mixed Learning Environment

Fideli¹,

Aliazas²

2022

IJEMDS

View full text Add to dashboard Cite

This study aimed to investigate the technology preparedness of Grade 10 students as to their collaborative and creative thinking skills. Specifically, it determined the extent of technology preparedness in mixed learning environment in terms of performance expectancy, effort expectancy, facilitating conditions, and social influence, the level of collaboration and creative thinking skills in learning science and the relationships of technology preparedness as to collaborative and creative thinking skills. The study employed descriptive correlational research through the utilization of self-made questionnaire to measure the students’ technology preparedness. Meanwhile, the assessment of the collaboration and creative thinking skills, different activities with rubrics were used. The findings revealed that the students are were moderately prepared in technology but they were proficient in learning science. The study further showed significant relationship between the student’s technology preparedness and some skills in collaboration and creative thinking skills. With this finding, it is recommended that collaborative and creative thinking skill activities as a teaching method be used in classes across levels and programs.

show abstract

Section: Findings and Discussionsupporting

confidence: 82%

Enhancing Collaboration and Creative Thinking Skills through Technology Preparedness in a Mixed Learning Environment

Fideli¹,

Aliazas²

2022

IJEMDS

View full text Add to dashboard Cite

show abstract

“…Some factors were influential in learners' outcomes in a serious game. For instance, self-efficacy was highly relevant to better outcomes (Topping et al, 2022). Apart from that, six key game features that impacted the outcomes were highlighted, i.e., ease of use, challenge (at one's zone of proximal development), rewards and feedback, control or autonomy, goal orientation, and interactivity (Acquah & Katz, 2020).…”

Section: Outcomes Of Serious Gamesmentioning

confidence: 99%

“…In an educational game, students' understanding and learning outcomes could be affected by their perceptions of instruction (Vandercruysse et al, 2013). In terms of learning outcomes, blended learning was considerably better than online learning, with computer-assisted instruction being the most effective (Topping et al, 2022). However, not all learners could benefit from gamebased learning similarly.…”

Section: Outcomes Of Serious Gamesmentioning

confidence: 99%

A Systematic Review of Game Designs and Outcomes of Serious Games Targeting Different Groups in Language Learning

Hou

2023

International Journal of Technology-Enhanced Education

View full text Add to dashboard Cite

As technology develops by leaps and bounds, serious games have been widely applied in all walks of life. However, little is known about the differences between serious games oriented to various groups. This current study thus attempted to compare and analyze the differences between serious games in language learning targeting typically developing individuals and those with autism spectrum disorders regarding game design and outcome and to figure out the challenges that individuals might face during the post-pandemic time. Related peer-reviewed papers (n=14) were chosen to utilize the preferred reporting items for systematic review and meta-analysis protocol (PRISMA-P). The findings showed that serious games with differently oriented groups differed in factors, aims, and models. Most of them were conducive to participants. It was also found that education designers should consider the well-being of teachers and learners and elements of COVID-19 while designing games. Implications for future studies were also discussed.

show abstract

“…The learning format model and materials were developed in this phase from September to October 2021 based on the design phase. The learning materials are based on the old curriculum from the Faculty of Nursing CMU, including 1) the principles of holistic nursing practice for adults and elderly who have undergone surgical treatment; and 2) holistic nursing practice for adults and the elderly with an acute and chronic health problem in various body systems who received surgical treatment (Anthony et al, 2022 ; Topping et al, 2022 ). In addition, related literature on the materials and a learners’ satisfaction questionnaire were included in the app ( Figure 1 ), with a summary of the usage of the app also provided for instructors and learners.…”

Section: Designing a Blended Learning Curriculum: Addie Modelmentioning

confidence: 99%

Developing a blended learning curriculum using a digital notebook application for a surgical nursing practicum: The ADDIE model

et al. 2023

View full text Add to dashboard Cite

Background: The COVID-19 pandemic has presented challenges to nursing practice globally. However, utilizing digital notebook applications to support nursing student practices may be an effective tool for surgical nursing practicum. Objective: This study aimed to design a blended learning curriculum for surgical nursing practicum, utilizing a digital notebook platform. Methods: This study applied the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model to create a blended learning curriculum for surgical nursing practicum, employing the OneNote application platform. The study included three experts and 90 third-year nursing students who evaluated the model. The study was conducted from July 2021 to March 2022 at the Faculty of Nursing, Chiang Mai University, Thailand. Data were analyzed using descriptive statistics. Results: The experts rated the model highly (Mean = 4.33, SD = 0.57). The satisfaction level of the students with the blended learning curriculum using a digital notebook application was also high (Mean = 4.88, SD = 0.31). Conclusion: The blended learning curriculum using a digital notebook application for surgical nursing practicum was satisfactory for learners. The results from this research can be applied in online learning or incorporated into nursing clinical practicum curricula during and even post-pandemic. The study results may also serve as an example or a piece of basic information to further develop an advanced online platform for teaching learning, either in Thailand or globally.

show abstract

Effectiveness of online and blended learning from schools: A systematic review

Cited by 45 publications

References 65 publications

Enhancing Collaboration and Creative Thinking Skills through Technology Preparedness in a Mixed Learning Environment

Enhancing Collaboration and Creative Thinking Skills through Technology Preparedness in a Mixed Learning Environment

A Systematic Review of Game Designs and Outcomes of Serious Games Targeting Different Groups in Language Learning

Developing a blended learning curriculum using a digital notebook application for a surgical nursing practicum: The ADDIE model

Contact Info

Product

Resources

About