“Why Did You Blend My Learning?” A Comparison of Student Success in Lecture and Blended Learning Introduction to Sociology Courses

Abstract

Introduction to Sociology at a large public university was taught in two separate formats, blended learning and lecture, during the same semester by the first author. While some similarities existed, the distinction was in delivery of course content. Additionally, the blended class had one-third less in-class time that was primarily devoted to active learning. In this quasi-experimental study, the researchers tested differences in learning using grades and pre-posttests. Although there were no statistically significant differences across sections in exams and final grades, the blended class had significantly greater improvement on the overall pre- to posttest. Additionally, students of color and non–first year students in that class had significantly greater improvement on the pre-posttest compared to those subpopulations in the lecture course. The authors conclude that blended learning, employing flipped pedagogy and centered on active learning, may be more effective than lecture, particularly in narrowing the achievement gap between white and non-white students.

Should we Bend towards Blending? How?

“…This research is in line with previous research (e.g. Luna & Winters, 2017;Warner, 2016) in showing that blended learning can contribute to enhanced pedagogy. The concerned stakeholders such as administrators, faculty members, or student representative should advocate the benefits of adopting blended learning.…”

“…Similar positive results were reported in two recent studies (i.e. Luna & Winters, 2017;Warner 2016). Warner's (2016) study on blended learning that made use of short recorded lectures followed by online discussion forums showed that such discussions allowed students to take charge of their own learning; made learning easier and more productive through collaboration and discussion; increased students' satisfaction; and brought improvement in students' writing performance as they got exposure to others' ideas and learnt to ask good questions.…”

“…However, some students who liked being directly told what to do did not like online discussion and considered it to be an extra burden to their already overloaded schedule. In the same way, Luna and Winters' (2017) quasiexperimental study using a flipped classroom using a replacement model (one third of the class time online) did not show statistically significant difference between the performance of two sections. However, in some sections of the test, students in blended mode performed better than the NELTA students in lecture mode, leading the researchers to conclude that blended learning with flipped classroom may produce better results than lecture mode.…”

“…Auster, 2016;Warner, 2016), and effects of blended learning on students' performance (e.g. Luna & Winters, 2017). These studies have shown that supplementing traditional classes with online activities has positive effects on students' performance.…”

ICT-Based English Learning Innovationto Improve Learning Outcomesof PGSD Students

“…Moodle can improve the learning process [9]. ICT-based learning with blended learning makes the learning process centered on students (student centered) because students are more active and effective compared to conventional learning [10]. Blended learning learning makes students collaborate with their peers, teachers, schools, and other parties involved so as to increase student success and satisfaction [11].…”