Preparation and synchronous participation improve student performance in a blended learning experience

Abstract

Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable, but that participation in f2f classes would enhance student learning. Using a design-based research approach, we have evaluated two iterations of a blended learning experience, combining qualitative survey data and quantitative attendance data and student grades. Students overwhelmingly valued active learning, both within eLearning materials and f2f classes. Final marks positively correlated with the number of f2f classes students attended. Analysis of a subset of intended learning outcomes (ILOs) showed that students who accessed eLearning independently and students who attended f2f classes performed equally-well in ILO-related assessment tasks, however, students were more likely to choose an assessment task directly-related to a class they attended. In addition, completion of required eLearning prior to f2f class attendance significantly enhanced student performance in related assessment tasks. We suggest that f2f attendance as part of blended learning is beneficial, however students can obtain selected ILOs from engaging eLearning materials.
 Implications for practice or policy:
 
 Instructors will gain insight into aspects of blended active learning that students value.
 We present evidence that supports the benefits to students of completion of pre-eLearning prior to participation in synchronous f2f classes.

Atomic Physics Teaching Materials in Blended Learning to Improve Self-Directed Learning Skills in Distance Education

“…Blended learning refers to a mixture of instructor-led and technology-based learning that is flexible. Blended learning describes an opportunity that integrates technological innovation and advantages in online learning with the interaction and participation of face-to-face learning benefits (Clark & Post, 2021). The basic concept of blended learning also optimizes oral communication in face-to-face learning with written communication in online learning.…”

Graduate Students’ Experiences in a Blended Learning Program in Kazakhstan: A Mixed-Method Study Employing Interaction Equivalency Theorem

“…These are somewhat contradicting results to the existing literature, which suggested BL and online approaches were not only more effective but also more preferable to traditional face-to-face classrooms (e.g., Bernard et al, 2014;Harmeet Kaur, 2020). However, these findings are somewhat supported by Clark and Post (2021) and Pechenkina et al (2018) who found that BL students preferred to face-to-face components of BL. However, this study using the IET allowed for the probing of specific interactions so it might be that the part of BL and traditional courses that are highly attractive to students are the face-to-face interactions which highlight teacher-student interactions which are often lacking in some BL courses (Lightner & Lightner-Laws, 2016;Smyth et al, 2012).…”

Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model

“…Meanwhile, some studies have found positive correlations between synchronous class attendance and student performance (Louis et al, 2016), while other research appears to support the notion that synchronous class attendance does not necessarily lead to higher academic performance (Chapin, 2018;Eisen et al, 2015;Nieuwoudt, 2020). Nieuwoudt (2020) found no significant difference between the final grades of students who attended synchronous classes and students who accessed class recordings, while Clark and Post (2021) concluded that students who independently access well-designed e-learning materials perform just as well as students who attend face-to-face classes. Overall, these findings strongly suggest that it is important to offer flexibility in how students can engage in learning.…”

“…One way of measuring behavioural engagement is to examine how frequently students participate by accessing key learning experiences (Chung et al, 2022). In hybrid or online learning environments this access can occur through clicks on learning materials in an LMS or attendance at synchronous classes (Clark & Post, 2021). These actions have been recognised as proxies for engagement in hybrid and online learning environments (Dixson, 2015) and are also the focus of this investigation.…”