RESEARCH3

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes


•References

  1. Abubakar, D. & Adetimirin. (2015). Influence of computer literacy on post-graduates’ use of e-resources in Nigerian University Libraries. Library Philosophy and Practice. From http://digitalcommons.unl.edu/libphilprac/. Retrieved 18 Aug 2015.

  2. Ahmad, N., & Al-Khanjari, Z. (2011). Effect of Moodle on learning: An Oman perception. International Journal of Digital Information and Wireless Communications (IJDIWC), 1(4), 746–752.

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  4. Arbaugh, J. B. (2000). How classroom environment and student engagement affect learning in internet-basedMBAcourses. Business Communication Quarterly, 63(4), 9–18.

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  5. Askar, P. & Altun, A. (2008). Learner satisfaction on blended learning. E-Leader Krakow, 2008.

  6. Astleitner, H. (2000) Dropout and distance education. A review of motivational and emotional strategies to reduce dropout in web-based distance education. In Neuwe Medien in Unterricht, Aus-und Weiterbildung Waxmann Munster, New York.

•objectives
The objective of the current study is to investigate the effectiveness of blended learning in view of student satisfaction, knowledge construction, performance and intrinsic motivation and how they are related to student characteristics and blended learning design features in a blended learning environment.

•Methodology
This research applies a quantitative design where descriptive statistics are used for the student characteristics and design features data, t-tests for the age and gender variables to determine if they are significant in blended learning effectiveness and regression for predictors of blended learning effectiveness.

This study is based on an experiment in which learners participated during their study using face-to-face sessions and an on-line session of a blended learning design. A learning management system (Moodle) was used and learner characteristics/background and blended learning design features were measured in relation to learning effectiveness. It is therefore a planning evaluation research design as noted by Guskey (2000) since the outcomes are aimed at blended learning implementation at MMU. The plan under which the various variables were tested involved face-to-face study at the beginning of a 17 week semester which was followed by online teaching and learning in the second half of the semester. The last part of the semester was for another face-to-face to review work done during the online sessions and final semester examinations. A questionnaire with items on student characteristics, design features and learning outcomes was distributed among students from three schools and one directorate of postgraduate studies.

•results

As a Results,A t-test was carried out to establish the performance of male and female learners in the blended learning set up. This was aimed at finding out if male and female learners do perform equally well in blended learning given their different roles and responsibilities in society. It was found that male learners performed slightly better (M = 62.5) than their female counterparts (M = 61.1). An independent t-test revealed that the difference between the performances was not statistically significant (t = 1.569, df = 228, p = 0.05, one tailed). The magnitude of the differences in the means is small with effect size (d = 0.18). A one way between subjects ANOVA was conducted on the performance of different age groups to establish the performance of learners of young and middle aged age groups (20–30, young & and 31–39, middle aged). This revealed a significant difference in performance (F(1,236 = 8.498, p < .001).

Average percentages of the items making up the self regulated learning scale are used to report the findings about all the sub-scales in the learner characteristics/background scale. Results show that learner self-regulation was good enough at 72.3% in all the sub-scales of goal setting, environment structuring, task strategies, time management, help-seeking and self-evaluation among learners. The least in the scoring was task strategies at 67.7% and the highest was learner environment structuring at 76.3%. Learner attitude towards blended learning environment is at 76% in the sub-scales of learner autonomy, quality of instructional materials, course structure, course interface and interactions. The least scored here is attitude to course structure at 66% and their attitudes were high on learner autonomy and course interface both at 82%. Results on the learners’ computer competences are summarized in percentages 

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