TY - JOUR TI - Blended learning effectiveness: the relationship between student characteristics, design features and outcomes AU - Kintu, Mugenyi Justice AU - Zhu, Chang AU - Kagambe, Edmond T2 - International Journal of Educational Technology in Higher Education AB - This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning. DA - 2017/12// PY - 2017 DO - 10.1186/s41239-017-0043-4 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 7 J2 - Int J Educ Technol High Educ LA - en SN - 2365-9440 ST - Blended learning effectiveness UR - http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0043-4 Y2 - 2020/07/15/10:13:54 ER - TY - JOUR TI - The effect of blended learning on student performance at course-level in higher education: A meta-analysis AU - Vo, Hien M. AU - Zhu, Chang AU - Diep, Nguyet A. T2 - Studies in Educational Evaluation AB - The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k=51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+=0.385, p<0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+=0.496) compared to that of non-STEM disciplines (g+=0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated. DA - 2017/06/01/ PY - 2017 DO - 10.1016/j.stueduc.2017.01.002 DP - ScienceDirect VL - 53 SP - 17 EP - 28 J2 - Studies in Educational Evaluation LA - en SN - 0191-491X ST - The effect of blended learning on student performance at course-level in higher education UR - http://www.sciencedirect.com/science/article/pii/S0191491X16300931 Y2 - 2020/07/18/12:43:12 KW - Blended learning KW - Discipline KW - Higher education KW - Meta-analysis KW - Student performance ER - TY - JOUR TI - Improving teacher professional development for online and blended learning: a systematic meta-aggregative review AU - Philipsen, Brent AU - Tondeur, Jo AU - Pareja Roblin, Natalie AU - Vanslambrouck, Silke AU - Zhu, Chang T2 - Educational Technology Research and Development AB - In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL. DA - 2019/10/01/ PY - 2019 DO - 10.1007/s11423-019-09645-8 DP - Springer Link VL - 67 IS - 5 SP - 1145 EP - 1174 J2 - Education Tech Research Dev LA - en SN - 1556-6501 ST - Improving teacher professional development for online and blended learning UR - https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review Y2 - 2021/05/28/15:43:19 ER -