Introduction
Literature review
Learner characteristics/background and blended learning effectiveness
Blended learning design features
Learner outcomes
Predictors of blended learning effectiveness
Objective and research questions of the current study
Research questions
Conceptual model of the present study
Method
Research design
Participants
Instruments
Instrument reliability
Scale | Reliability |
---|---|
Online tools and resources | |
Usability | .82 |
Navigation | .76 |
Content | .87 |
Perceived usefulness | .84 |
Interactions | |
Student-student interaction | .68 |
Student-content interaction | .70 |
Student-instructor interaction | .81 |
Technology quality | |
Availability | .69 |
Quality of materials | .77 |
Internet reliability | .70 |
Moodle LMS | .77 |
Face-to-face support | .84 |
Self-regulation | |
Goal setting | .68 |
Environment structuring | .72 |
Task strategies | .81 |
Time management | .70 |
Help seeking | .66 |
Self-evaluation | .682 |
Attitudes towards blended learning | |
Learner autonomy | .86 |
Quality of instructional methods | .68 |
Course structure | .70 |
Course interface | .89 |
Interactions | .75 |
Computer competence | .73 |
Family support | .67 |
Social support | .66 |
Workload mgt | .68 |
Motivation | |
Interest and enjoyment | .89 |
Perceived competence | .75 |
Effort | .69 |
Pressure/tension | .64 |
Usefulness | .74 |
Satisfaction | |
Instructor | .68 |
Course content | .66 |
Technology. . | .71 |
Interactions | .75 |
Face-to-face sessions | .66 |
Knowledge construction | |
Initiation and discovery | .69 |
Accomplishment | .77 |
Data analysis
Results
Student characteristics, blended learning design features and learning outcomes (RQ1)
Program | Very limited | Not skilled | Not sure | Skilled | Very skilled |
---|---|---|---|---|---|
Word processing | 3.8 | 1.7 | 2.9 | 38.7 | 52.9 |
Email | 10.9 | 11.3 | 14.3 | 39.9 | 23.5 |
Spreadsheets | 8 | 9.7 | 13.9 | 44.5 | 23.9 |
Web browsers | 5.9 | 12.2 | 11.8 | 36.6 | 33.6 |
Html tools | 18.5 | 8 | 28.2 | 29.4 | 16 |
Blended learning design features
Disagree | Neutral | Agree | |
---|---|---|---|
Logging into the Learning Management System was hard | 51.3 | 12 | 36.5 |
Locating course content and assignments on Moodle was hard | 40.4 | 16 | 43.8 |
Submitting my work on Moodle was hard | 41.6 | 13 | 45.3 |
Participating in chats or discussions on Moodle was hard | 45.8 | 15 | 39.1 |
Communicating with the instructor and peers on Moodle was hard | 48 | 15 | 37 |
Staying on a task on Moodle was hard | 36 | 21 | 43.3 |
LMS features | Very rarely used | Rarely used | Can’t tell | Often used | Very often used |
---|---|---|---|---|---|
Email | 13 | 22.3 | 8.8 | 31.5 | 24.4 |
Blog | 40.8 | 16 | 28.6 | 10.5 | 4.2 |
Forum | 13 | 17.2 | 15.5 | 29.8 | 24.4 |
Chat | 11.3 | 16.8 | 18.5 | 34.9 | 18.5 |
Wiki | 34 | 16 | 35.7 | 10.9 | 3.4 |
Calendar | 17.2 | 20.2 | 18.1 | 24.8 | 19.7 |
Frequency of face-to-face | Percentage |
---|---|
At the beginning of the blended learning session only | 27.7 |
In the middle of the blended learning session | 18.5 |
Only at the end of the blended learning session | 6.3 |
After every month in the semester | 33.6 |
Only at the beginning and end of the semester | 10.9 |
Every week | 2.9 |
Learner outcomes
Significant predictors of blended learning effectiveness (RQ 2)
Independent variables | Satisfaction | Knowledge construction | Intrinsic motivation | Performance | ||||||||
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Design features | ||||||||||||
Technology quality | .24 | 3.575 | .000** | .312 | 4.595 | .000** | .162 | 2.452 | .015* | −.090 | −.935 | .351 |
Online tools | .162 | 2.996 | .003* | −.050 | −.995 | 0.321 | .142 | 2.666 | .008* | .012 | .160 | .873 |
Interactions | .054 | 0.757 | 0.45 | .280 | 3.869 | .000** | .138 | 1.953 | .052* | .070 | .682 | .496 |
F2f support | .098 | 1.967 | .050* | .007 | .134 | .894 | .026 | 0.529 | 0.598 | −.057 | −.798 | .426 |
Learner characteristics | ||||||||||||
PC competence | −.011 | −0.21 | 0.832 | .026 | .504 | .615 | .085 | 1.712 | 0.088 | −.016 | −.217 | .828 |
Attitude | .172 | 2.550 | .011 | .002 | .033 | .973 | .124 | 1.864 | .064 | −.038 | −.394 | .694 |
Self-regulation | .164 | 2.689 | .008 | .142 | 2.302 | .022 | .228 | 3.794 | .000 | .093 | 1.067 | .287 |
Family support | .074 | 1.407 | 0.181 | .002 | .034 | .973 | .029 | 0.567 | 0.571 | .027 | .356 | .722 |
Social support | .072 | 1.242 | 0.216 | .159 | 2.713 | .007* | .098 | 1.71 | 0.089 | −.007 | −.086 | .932 |
Workload mgt | .068 | 1.441 | 0.151 | .060 | 1.258 | 0.21 | .060 | 1.283 | 0.201 | −.086 | −.126 | .210 |