NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1142995
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1528-3518
Blended versus Traditional Course Delivery: Comparing Students' Motivation, Learning Outcomes, and Preferences
Tseng, Hungwei; Walsh, Eamonn Joseph, Jr.
Quarterly Review of Distance Education, v17 n1 p43-52 2016
This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate English literacy course using the face-to-face format while, in the same semester, teaching another section of the same class in a hybrid/ blended format were willing to invite students (blended: n = 26; traditional: n = 26) to participate in this study. Students in the blended course reported significantly higher overall learning motivation (p = 0.045) than students in the traditional course. They also reported higher levels of learning outcomes (p = 0.45) and final grades (p = 0.192) with no significant difference. Moreover, blended learners indicated that they would like to take more blended classes and would recommend them to their friends.
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/products/journals/qrde/order.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A