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Published in: Journal of Computers in Education 4/2020

01-04-2020

Students’ performance in blended learning: disciplinary difference and instructional design factors

Authors: Minh Hien Vo, Chang Zhu, Anh Nguyet Diep

Published in: Journal of Computers in Education | Issue 4/2020

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Abstract

Significant enhancement in students’ learning performance has been noticed in blended learning courses. Yet, the differential effect of blended learning as a function of disciplinary difference has not widely been explored. Moreover, studies on the critical factors related to students’ performance measured by objective course grades are recognized to a lesser extent compared with those using self-reported or perceived learning achievement. In the present study, the effect of blended learning in hard and soft courses is discerned. Factors related to students’ performance measured by final course grades are unraveled, controlling for the effects of gender and prior learning achievement. The participants (N = 571) are students following blended learning courses at a public university in Vietnam. A questionnaire is employed to collect data, which is subject to confirmatory factor analysis and hierarchical regression analyses. The results show that students in soft disciplines obtain higher grades than peers in hard disciplines. Clear goals and expectations, material quality, and collaborative learning are significant predictors of students’ performance.

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Metadata
Title
Students’ performance in blended learning: disciplinary difference and instructional design factors
Authors
Minh Hien Vo
Chang Zhu
Anh Nguyet Diep
Publication date
01-04-2020
Publisher
Springer Berlin Heidelberg
Published in
Journal of Computers in Education / Issue 4/2020
Print ISSN: 2197-9987
Electronic ISSN: 2197-9995
DOI
https://doi.org/10.1007/s40692-020-00164-7

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