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The Value of a 'Wrap-Around' Approach to Blended Learning: A Quantitative Study of Student Attainment and Engagement with Pre-Class and Post-Class Interactive Online Learning Resources

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Title: The Value of a 'Wrap-Around' Approach to Blended Learning: A Quantitative Study of Student Attainment and Engagement with Pre-Class and Post-Class Interactive Online Learning Resources
Language: English
Authors: Edward Lock (ORCID 0000-0002-7728-7236), Kate Kelly (ORCID 0000-0003-2954-2009), Fotios Sidiroglou (ORCID 0000-0002-9399-8484)
Source: Journal of Further and Higher Education. 2025 49(8):1115-1128.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, Flipped Classroom, Educational Attainment, Learner Engagement, Electronic Learning, Active Learning, Block Scheduling, Higher Education, Foreign Countries, Test Results, Learning Strategies, Learning Activities
Geographic Terms: Australia
DOI: 10.1080/0309877X.2025.2534590
ISSN: 0309-877X
1469-9486
Abstract: Blended learning strategies that employ online resources and face-to-face classes are widely utilised within higher education. Although research suggests that online learning resources can enhance engagement and improve student outcomes, debate continues regarding how best to design the online component of a blended learning strategy. This study contributes to such debate by investigating the impact on student learning of a 'flipped classroom' design that configures pre-class interactive videos and post-class online quizzes around collaborative workshops within a first-year physics subject. Quantitative data relating to student engagement with these resources, as well as student results, was extracted from the host institution's learning management system. The study reports on the analysis of such data from 490 students who completed the unit between 2018 and 2023, with some participants engaging extensively with both online resources, some using one but not the other, and around a third of the sample using neither extensively. Findings show that while student engagement with either pre-class interactive videos or post-class quizzes was associated with improved student attainment relative to those who used neither, there was no significant difference in results between those who extensively used one of these resource types but not the other. The highest results were achieved by students who engaged extensively with both types of resource, highlighting the value of employing both pre-class and post-class interactive online learning tools in delivery of a 'wrap-around' blended learning strategy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488823
Database: ERIC
FullText Text:
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  Data: The Value of a 'Wrap-Around' Approach to Blended Learning: A Quantitative Study of Student Attainment and Engagement with Pre-Class and Post-Class Interactive Online Learning Resources
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  Data: <searchLink fieldCode="AR" term="%22Edward+Lock%22">Edward Lock</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7728-7236">0000-0002-7728-7236</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kate+Kelly%22">Kate Kelly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2954-2009">0000-0003-2954-2009</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fotios+Sidiroglou%22">Fotios Sidiroglou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9399-8484">0000-0002-9399-8484</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Further+and+Higher+Education%22"><i>Journal of Further and Higher Education</i></searchLink>. 2025 49(8):1115-1128.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Block+Scheduling%22">Block Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/0309877X.2025.2534590
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  Data: 0309-877X<br />1469-9486
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Blended learning strategies that employ online resources and face-to-face classes are widely utilised within higher education. Although research suggests that online learning resources can enhance engagement and improve student outcomes, debate continues regarding how best to design the online component of a blended learning strategy. This study contributes to such debate by investigating the impact on student learning of a 'flipped classroom' design that configures pre-class interactive videos and post-class online quizzes around collaborative workshops within a first-year physics subject. Quantitative data relating to student engagement with these resources, as well as student results, was extracted from the host institution's learning management system. The study reports on the analysis of such data from 490 students who completed the unit between 2018 and 2023, with some participants engaging extensively with both online resources, some using one but not the other, and around a third of the sample using neither extensively. Findings show that while student engagement with either pre-class interactive videos or post-class quizzes was associated with improved student attainment relative to those who used neither, there was no significant difference in results between those who extensively used one of these resource types but not the other. The highest results were achieved by students who engaged extensively with both types of resource, highlighting the value of employing both pre-class and post-class interactive online learning tools in delivery of a 'wrap-around' blended learning strategy.
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  Data: 2025
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        Value: 10.1080/0309877X.2025.2534590
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      – Text: English
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        PageCount: 14
        StartPage: 1115
    Subjects:
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Flipped Classroom
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      – SubjectFull: Educational Attainment
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      – SubjectFull: Higher Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Test Results
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      – SubjectFull: Learning Activities
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      – SubjectFull: Australia
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