NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1167984
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1550-1876
Learning Outcomes and Affective Factors of Blended Learning of English for Library Science
Wentao, Chen; Jinyu, Zhang; Zhonggen, Yu
International Journal of Information and Communication Technology Education, v12 n3 Article 2 p13-25 2016
English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that (1) the pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; (2) males and females did not show any significant differences in learning outcomes; (3) affective factors under blended learning were significantly more favorable than those under multimedia learning; and (4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research direction, were also explored.
IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China