Preparation and synchronous participation improve student performance in a blended learning experience.
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| Title: | Preparation and synchronous participation improve student performance in a blended learning experience. |
|---|---|
| Authors: | Clark, Charlotte Emily Jane1 charlotte.clark@unimelb.edu.au |
| Source: | Australasian Journal of Educational Technology. 2021, Vol. 37 Issue 3, p187-199. 13p. |
| Subject Terms: | *Blended learning, *Active learning, *Student participation, *Asynchronous learning, *School attendance |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151710425 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Preparation and synchronous participation improve student performance in a blended learning experience. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Clark%2C+Charlotte+Emily+Jane%22">Clark, Charlotte Emily Jane</searchLink><relatesTo>1</relatesTo><i> charlotte.clark@unimelb.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2021, Vol. 37 Issue 3, p187-199. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+participation%22">Student participation</searchLink><br />*<searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br />*<searchLink fieldCode="DE" term="%22School+attendance%22">School attendance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14742/ajet.6811 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 187 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Active learning Type: general – SubjectFull: Student participation Type: general – SubjectFull: Asynchronous learning Type: general – SubjectFull: School attendance Type: general Titles: – TitleFull: Preparation and synchronous participation improve student performance in a blended learning experience. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Clark, Charlotte Emily Jane IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 37 – Type: issue Value: 3 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
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