The promised land of blended learning: Quizzes as a moderator

Abstract

Blended learning, defined as a combination of face-to-face and online learning, is expected to lead to improved education. Besides, practical reasons, like increased access to education and resource management, are mentioned for its implementation. To examine whether the expectation of improved education is met, meta-analyses were conducted.They revealed that, on average, blended learning is somewhat more effective than more traditional learning. Additionally, students evaluated it as equally attractive, but seemed to perceive it as more demanding. In sum, blended learning is equal, or maybe even better, than more traditional learning. However, the effects on effectiveness, attractiveness and perceived demands differed much between studies. Moderator analyses found that quizzes positively affect the effectiveness and attractiveness of blended learning. Concluding, blended learning has potential to improve education, when thoughtfully designed, for example by the inclusion of frequent quizzes.

Four key challenges to the design of blended learning: A systematic literature review

“…In line with this, previous research has also endorsed the use of regular online assessments (Spanjers et al, 2015). Such assessments provide learners with information about their learning process, help them to better remember the content, and spread their work, while instructors are informed about the learning process of their students and stumbling blocks in the course (Spanjers et al, 2015). Building on the finding that the face-to-face and online components are generally used for different purposes, future research should not only focus on investigating which instructional activities to facilitate students' learning processes are successful, but also in which mode (online, face-to-face, both), or in which sequence.…”

“…In such cases, the learning management system is not only used for tracking learners progress and presence, but also for implementing formative peer-and teacher assessment. In line with this, previous research has also endorsed the use of regular online assessments (Spanjers et al, 2015). Such assessments provide learners with information about their learning process, help them to better remember the content, and spread their work, while instructors are informed about the learning process of their students and stumbling blocks in the course (Spanjers et al, 2015).…”

“…Contrary to previous review studies, which investigated the potential of blended learning to improve education through meta-analyses (Spanjers et al, 2015), focused on identifying opportunities for future research (Drysdale et al, 2013;Halverson, Graham, Spring, & Drysdale, 2012), or provided a synthesis of best practices (McGee & Reis, 2012), the aim of the present review is to offer an overview of how studies on blended learning environments deal with the four key challenges outlined above. The research questions therefore focus on how studies on designing blended learning environments:…”

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

“…Different mixes can be involved, for example, blending online and face-to-face instruction, blending instructional modalities, and blending instructional methods. It is a popular concept (Spanjers et al 2015). We use the definition of blended learning as "a combination of traditional face-to-face and online instruction" (Graham 2013, p. 334).…”

Soft skills and Moodle

“…The pace of technological development in the modern world requires the fastest and cheapest techniques of generating and transmitting knowledge. Emerging technologies and associated real situation in the education sector led to the emergence of Elearning, which is currently successfully implemented in corporate universities and higher educational institutions for training of future specialists in many countries [1][2][3][4].…”