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Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
ARTICLE

, Department of Technology Application and Human Resource Development National Taiwan Normal University ; , Department of Mechanical and Computer-aided Engineering National Formosa University ; , Department of Bio-Industry Communication and Development National Taiwan University ; , , Department of Technology Application & Human Resource Development National Taiwan Normal University

IRRODL Volume 15, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

Citation

Chang, C.C., Shu, K.M., Liang, C., Tseng, J.S. & Hsu, Y.S. (2014). Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?. The International Review of Research in Open and Distributed Learning, 15(2),. Athabasca University Press. Retrieved June 17, 2019 from .

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