1 Introduction
1.1 Background
1.2 Aim of the study, contribution to knowledge and research questions
1.3 Structure of the paper
1.4 Literature review
2 Research methods and methodology
2.1 Project model and theoretical framework
Themes | Reference |
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Personalization/Individual learning path | |
Learner centered | |
Enhancing learners motivation and engagement | |
Participation | McLoughlin and Lee 2008. |
Self-paced learning | Danker 2015. |
Flexibility | Khawaja et al. 2013. |
Improvement in learning outcomes/performance | |
Critical thinking skills | Yang et al. 2014. |
Peer support/peer collaboration | |
One-on-one tutoring | El-Ghareeb and Riad 2011. |
Group tutoring | Kleinert et al. 2015. |
Feedback | Francis and Shannon 2013. |
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Curriculum is designed so that learning opportunities span the digital and physical environment, inside and outside the classroom;
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Digital and physical learning environments are inclusive;
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Increased interaction between lecturers and students, among students, and students with course materials.
2.2 Research methodology and participants
2.3 Research instrument and data collection technique
No | Question |
---|---|
1 | Activities I completed in Blackboard prepared me for in-class learning. |
2 | Online materials help me gain a clearer understanding of the subject. |
3 | Understanding online materials helped me move the topics further in class. |
4 | I feel more confident coming to the class with certain knowledge in advance by studying online. |
5 | My online experiences helped me engage actively in my learning. |
6 | With a certain understanding before coming to class, I’m more likely to ask questions in the class. |
7 | My online learning experience using Blackboard were well-integrated with my face-to-face learning. |
8 | Blackboard materials provided me with opportunities to apply or practice what I learned during in-class sessions. |
9 | With online materials provided on Blackboard, I can study anytime, anywhere I can. |
10 | With online materials provided on Blackboard, I can study at my own pace. |
11 | With this Blended Learning approach, I interact more with other students inside and outside of classroom |
12 | With this Blended Learning approach, the quality of my interaction inside and outside of classroom with other students is much better |
13 | With this Blended Learning approach, I interact more with my lecturers inside and outside of classroom |
14 | With this Blended Learning approach, the quality of my interaction with my lecturers inside and outside of classroom is much better |
15 | It was clear about the expectation of lecturers in terms of students’ participation and output from studying online. |
2.4 Hypotheses
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Hypothesis 1: a Blended Learning environment increases the engagement between students and their peers;
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Hypothesis 2: a Blended Learning environment increases the engagement between students and their teachers;
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Hypothesis 3: a Blended Learning environment increases the engagement between students and the course materials.
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Hypothesis 4: a Blended Learning environment increases the flexibility of learning
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Hypothesis 5: a Blended Learning environment constitutes a positive online learning experience.
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Hypothesis 6: a Blended Learning environment increases students self-confidence.
3 Results and discussion of results
No | Question | Mean | SD |
---|---|---|---|
10 | With online materials provided on Blackboard, I can study at my own pace. | 3.2121 | 0.62055 |
9 | With online materials provided on Blackboard, I can study anytime, anywhere I can. | 3.1667 | 0.73554 |
3 | Understanding online materials helped me move the topics further in class. | 3.1364 | 0.67679 |
4 | I feel more confident coming to the class with certain knowledge in advance by studying online. | 3.1212 | 0.7749 |
2 | Online materials help me gain a clearer understanding of the subject. | 3.0758 | 0.7506 |
6 | With a certain understanding before coming to class, I’m more likely to ask questions in the class. | 3.0758 | 0.72982 |
15 | It was clear about the expectation of lecturers in terms of students’ participation and output from studying online. | 3.0758 | 0.72982 |
8 | Blackboard materials provided me with opportunities to apply or practice what I learned during in-class sessions. | 3.0303 | 0.7226 |
5 | My online experiences helped me engage actively in my learning. | 3 | 0.70165 |
1 | Activities I completed in Blackboard prepared me for in-class learning. | 2.9848 | 0.61999 |
14 | With this Blended Learning approach, the quality of my interaction with my lecturers inside and outside of classroom is much better | 2.9545 | 0.66638 |
13 | With this Blended Learning approach, I interact more with my lecturers inside and outside of classroom | 2.9538 | 0.64758 |
7 | My online learning experience using Blackboard were well-integrated with my face-to-face learning. | 2.8939 | 0.76719 |
12 | With this Blended Learning approach, the quality of my interaction inside and outside of classroom with other students is much better | 2.8485 | 0.80846 |
11 | With this Blended Learning approach, I interact more with other students inside and outside of classroom | 2.8 | 0.81394 |
3.1 Factor analysis
Kaiser-Meyer-Olkin Measure of Sampling Adequacy | .806 | |
Bartlett’s Test of Sphericity | Approx. Chi-Square | 762.865 |
Df | 105 | |
Sig | .000 |
3.2 Reliability test
3.3 Descriptive statistics for each factor
No | Question | Mean | S.D. | Likert scale response (%) | |||
---|---|---|---|---|---|---|---|
Totally Disagree | Disagree | Agree | Totally Agree | ||||
11 | With this Blended Learning approach, I interact more with other students inside and outside of classroom. | 2.8000 | .81394 | 6.2 | 26.2 | 49.2 | 18.5 |
12 | With this Blended Learning approach, the quality of my interaction inside and outside of classroom with other students is much better. | 2.8485 | .80846 | 7.6 | 18.2 | 56.1 | 18.2 |
14 | With this Blended Learning approach, the quality of my interaction with my lecturers inside and outside of classroom is much better. | 2.9545 | .66638 | 3 | 15.2 | 65.2 | 16.7 |
7 | My online learning experience using Blackboard were well-integrated with my face-to-face learning. | 2.8939 | .76719 | 7.6 | 12.1 | 63.6 | 16.7 |
13 | With this Blended Learning approach, I interact more with my lecturers inside and outside of classroom. | 2.9538 | .64785 | 1.5 | 18.5 | 63.1 | 16.9 |
No | Question | Mean | S.D. | Likert scale response (%) | |||
---|---|---|---|---|---|---|---|
Totally Disagree | Disagree | Agree | Totally Agree | ||||
9 | With online materials provided on Blackboard, I can study anytime, anywhere I can. | 3.1667 | .73554 | 1.5 | 15.2 | 48.5 | 35.8 |
10 | With online materials provided on Blackboard, I can study at my own pace. | 3.2121 | .62055 | 1.5 | 6.1 | 62.1 | 30.3 |
No | Question | Mean | S.D. | Likert scale response (%) | |||
---|---|---|---|---|---|---|---|
Totally Disagree | Disagree | Agree | Totally Agree | ||||
2 | Online materials help me gain a clearer understanding of the subject. | 3.0758 | .75060 | 4.5 | 10.6 | 57.6 | 27.3 |
1 | Activities I completed in Blackboard prepared me for in-class learning. | 2.9848 | .61999 | 3 | 10.3 | 71.2 | 15.2 |
3 | Understanding online materials helped me move the topics further in class. | 3.1364 | .67679 | 3 | 7.6 | 62.1 | 27.3 |
8 | Blackboard materials provided me with opportunities to apply or practice what I learned during in-class sessions. | 3.0303 | .72260 | 4.5 | 10.6 | 62.1 | 22.7 |
5 | My online experiences help me engage actively in my learning. | 3.0000 | .70165 | 6.1 | 6.1 | 69.7 | 18.2 |
No | Question | Mean | S.D. | Likert scale response (%) | |||
---|---|---|---|---|---|---|---|
Totally Disagree | Disagree | Agree | Totally Agree | ||||
4 | I feel more confident coming to the class with certain knowledge in advance by studying online. | 3.1212 | .77490 | 3 | 15.2 | 48.5 | 33.3 |
6 | With a certain understanding before coming to class, I’m more likely to ask questions in the class. | 3.0758 | .72982 | 3 | 13.6 | 56.1 | 27.3 |
3.4 Correlation analysis
Interaction/Integration | Online experience | Flexibility of learning | Self confidence | |
---|---|---|---|---|
1. Interaction/Integration | 1 | |||
2. Online experience | .709** | 1 | ||
3. Flexibility of learning | .511** | .4** | 1 | |
4. Self-confidence | .509** | .447** | .389** | 1 |
**. Correlation is significant at the 0.01 level (2-tailed) |
3.5 Cluster analysis
Factor | Cluster 1 (n = 23) | Cluster 2 (n = 22) | Cluster 3 (n = 11) | Cluster 4 (n = 10) | ||||
---|---|---|---|---|---|---|---|---|
Mean | S.D. | Mean | S.D. | Mean | S.D | Mean | S.D | |
Engagement | 2.97 | .10962 | 3.4 | .49677 | 1.95 | .51452 | 2.60 | .51452 |
Online experience | 3.03 | .10962 | 3.54 | .36716 | 2.13 | .64667 | 3.02 | .64667 |
Flexibility of learning | 2.96 | .29822 | 3.77 | .33549 | 2.64 | .80904 | 3.05 | .80904 |
Self-confidence | 3.15 | .31748 | 3.64 | .38365 | 2.77 | .68424 | 2.15 | .68424 |
Sum of Squares | df | Mean Square | F | Sig. | ||
---|---|---|---|---|---|---|
Engagement | Between Groups | 16.561 | 3 | 5.520 | 37.299 | .000 |
Within Groups | 9.176 | 62 | .148 | |||
Total | 25.738 | 65 | ||||
Online experience | Between Groups | 14.591 | 3 | 4.864 | 36.804 | .000 |
Within Groups | 8.193 | 62 | .132 | |||
Total | 22.784 | 65 | ||||
Flexibility of learning | Between Groups | 12.292 | 3 | 4.097 | 21.011 | .000 |
Within Groups | 12.091 | 62 | .195 | |||
Total | 24.383 | 65 | ||||
Self-confidence | Between Groups | 16.595 | 3 | 5.532 | 28.544 | .000 |
Within Groups | 12.015 | 62 | .194 | |||
Total | 28.610 | 65 |