Face-to-face vs. Blended Learning: Effects on Secondary Students ‘Perceptions and Performance

Review on Blended Learning: Identifying the Key Themes and Categories

“…Ramakrisnan, et al [50] identified the problems faced using e-learning which only cover the scope of looking into student interest in learning and look at the research model that is related and show the findings of the appropriate ways of learning. 3 articles compared blended learning with face-to-face learning [51]- [53]. Smith [51] explored the impact of blended vs. face-to-face tuition over one year in a K-12 school in Auckland, New Zealand.…”

“…3 articles compared blended learning with face-to-face learning [51]- [53]. Smith [51] explored the impact of blended vs. face-to-face tuition over one year in a K-12 school in Auckland, New Zealand. Yigit, et al [52] provided performance evaluation of students in traditional and blended education for Computer Engineering.…”

“…Ruokonen and Ruismä ki [69] conducted a qualitative case study of 16 students' experiences of studying group composing in a blended learning environment. There are 9 articles for comparative studies, in which 5 of them are comparisons between blended and face-to-face learning [51], [70]- [73]. Smith [51] explored the impact of blended vs. face-to-face tuition over one year in a K-12 school in Auckland, New Zealand.…”

“…There are 9 articles for comparative studies, in which 5 of them are comparisons between blended and face-to-face learning [51], [70]- [73]. Smith [51] explored the impact of blended vs. face-to-face tuition over one year in a K-12 school in Auckland, New Zealand. Comparisons between the groups were based on assessed work, a survey of student perceptions and regular teacher reflections.…”

Συμπληρωματική Σχολική Εξ Αποστάσεως Εκπαίδευση Με Χρήση Μαθησιακών Αντικειμένων Από Το Πανελλήνιο Αποθετήριο Μαθησιακών Αντικειμένων – Φωτόδεντρο

“…Το αποτέλεσμα έρχεται σε συμφωνία με αυτό που προέκυψε από τη μελέτη της Cavanaugh (1999), η οποία έδειξε τη μικρή θετική επίδραση της εξ αποστάσεως εκπαίδευσης στην επίδοση μαθητών δευτεροβάθμιας εκπαίδευσης, που γινόταν μεγαλύτερη όταν συνδυαζόταν με τη παραδοσιακή. Διαφωνεί όμως, με τα αποτελέσματα της Cavanaugh (2004) και του Smith (2013), που δεν εντόπισαν αξιοσημείωτες διαφορές στην επίδοση των μαθητών. Ο μικρός αριθμός ερευνητικών εργασιών που παρείχαν ελλιπείς πληροφορίες (Cavanaugh, 2004), καθώς και το μικρό δείγμα των υποκειμένων μελέτης (Smith, 2013), ίσως να ερμηνεύουν αυτή τη διαφωνία.…”