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ERIC Number: EJ911772
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1027-5207
Impact of Learning Modalities on Academic Success
Fenouillet, Fabien; Kaplan, Jonathan
European Journal of Open, Distance and E-Learning, n2 2009
This study is based on the analysis of academic results of 692 undergraduate and graduate students in two disciplines in a French university who attended their courses using one out of four possible learning modalities. Within the two disciplines, Art History and Educational Sciences, students chose between face-to-face learning (on campus), paper-based distance learning (correspondence), Web-based distance learning (e-learning) or a blend of Web-based and face-to-face learning (combined) modalities. Comparison, using two indicators of overall academic success between the four learning modality types was conducted. The analyses revealed that e-learners attending at least one course on-campus (combined modality) did just as well as students attending all their courses using the on-campus only modality. Furthermore, depending on the discipline, e-learners' academic success was higher than correspondence learners', albeit not as high as on-campus and combined learners' achievements. (Contains 15 tables.)
European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France