Evaluating blended learning effectiveness: an empirical study from undergraduates’ perspectives using structural equation modeling

Abstract

Following the global COVID-19 outbreak, blended learning (BL) has received increasing attention from educators. The purpose of this study was: (a) to develop a measurement to evaluate the effectiveness of blended learning for undergraduates; and (b) to explore the potential association between effectiveness with blended learning and student learning outcomes. This research consisted of two stages. In Stage I, a measurement for evaluating undergraduates’ blended learning perceptions was developed. In Stage II, a non-experimental, correlational design was utilized to examine whether or not there is an association between blended learning effectiveness and student learning outcomes. SPSS 26.0 and AMOS 23.0 were utilized to implement factor analysis and structured equation modeling. The results of the study demonstrated: (1) The hypothesized factors (course overview, course objectives, assessments, 1148 class activities, course resources, and technology support) were aligned as a unified system in blended learning. (2) There was a positive relationship between the effectiveness of blended learning and student learning outcomes. Additional findings, explanations, and suggestions for future research were also discussed in the study.

TikTok: How the Application Became the Motivation for Online Learning for EFL Students During the COVID-19 Pandemic in Indonesia

“…Again, both educators and learners play roles in controlling aspects of online learning (Ezzeddine et al, 2023). Evaluation in online learning involves assessing various aspects of the learning process to determine the effectiveness of the educational experience (Hosseini et al, 2022), and once more, both educators and learners can play important roles in the evaluation process (Han, 2023).…”

Optimizing Components Selection in Blended Learning: Toward Sustainable Students Engagement and Success

“…However, suggesting that the integration should be thoughtful, strongly implies that blending course components requires thorough planning and careful consideration. According to Han [18], careful planning is a necessary prerequisite to ensure that the components of the blend are relevant and engaging and support students in achieving learning outcomes. Alammary, Carbone and Sheard [13] explained that for each outcome, academics must develop a comprehensive understanding to identify the most appropriate delivery method.…”

Blended learning versus online education: impact to elementary students’ engagement in physical activity and Body Mass Index

“…Prior research has mostly concentrated on the examination of student perceptions regarding the use of a blended instructional strategy [29]. Additionally, investigations have been conducted to assess the effectiveness of this approach [30,31], as well as to explore student engagement levels [26] and motivation [27,28]. Given the urgency of this matter, it is imperative that this investigation be expeditiously undertaken.…”