You are here:

Impact of Blended Learning on University Students’ Achievement of English as a Second Language
article

, , Vrije Universiteit Brussel, Belgium

International Journal on E-Learning, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the faceto- face learning mode, this research investigated the learning outcomes of students following English as a Second Language course under the two learning modes in a university of Beijing, China. A large database was analyzed including student variables (gender, grade, and discipline), the different learning modes, and student performance in this study (N=5376). The results show that students engaged in blended learning had better academic achievements in their English as a Second Language courses compared to students participating in the face-to-face learning mode. Student factors (gender, grade, discipline, and pre-test) were taken as covariates in order to assess the differences of student performance (dependent variable) in blended learning and face-to-face learning.

Citation

Zhang, W. & Zhu, C. (2018). Impact of Blended Learning on University Students’ Achievement of English as a Second Language. International Journal on E-Learning, 17(2), 251-273. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 1, 2023 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Abdelaziz, M., Samer Kamel, S., Karam, O., & Abdelrahman, A. (2011). Evaluation of E-learning program versus traditional lecture instruction for undergraduate nursing students in a faculty of nursing. Teaching and Learning in Nursing, 6(2), 50-58.
  2. Abdous, M. And Yoshimura, M. (2010). Learner outcomes and satisfaction: A comparison of live video-streamed instruction, satellite broadcast instruction, and face-to-face instruction. Computers& Education, 55(2), 733-741.
  3. Alonso, F., Manrique, D., & José, M.V. (2009). A moderate constructivist elearning instructional model evaluated on computer specialists. Computers& Education, 53(1), 57–65.
  4. Arbaugh, J.B., & Benbunan-Fich, R. (2006). An investigation of epistemological and social dimensions of teaching in online learning environments. Academy of Management Learning& Education, 5(4), 435-447.
  5. Arbaugh, J.B., Godfrey, M.R., Johnson, M., Pollack, B.L., Niendorf, B., & Wresch W. (2009). Research in online and blended learning in the business disciplines: Key findings and possible future directions. The Internet and Higher Education, 12(2), 71-87.
  6. Aziz, A.A., Yusof, K.M., & Yatim, J.M. (2012). Evaluation on the Effectiveness of Learning Outcomes from Students’ Perspectives. International Conference on Teaching and Learning in Higher Education (ICTLHE 2012) in conjunction with RCEE & RHED 2012. Procedia-Social and Behavioral Sciences, 56, 22-30.
  7. Ballard, B., & Clanchy, J. (1997). Teaching international students (1st ed.). Deakin, Australia: IDP Education Australia.
  8. Barrios, M. (2014). Structure and performance assessment in traditional face-toface and blended learning statistics courses. Procedia-Social and Behavioral Sciences, 141, 1259-1262.
  9. Bath, D & Bourke, J. (2010). Getting started with blended learning. GIHE Griffith Institute for Higher Education. Griffith University, Australia. Impact of Blended Learning on University Students' Achievement gram under challenging conditions in China. In T. Bastiaens& S. Carliner (Eds.), Proceedings of World Conference on E-Learning inCorporate, Government, Healthcare, and Higher Education. (pp. 689-695). Chesapeake,
  10. Colis, B., & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Kogan-Page.
  11. Dellana, S., Collins, W., and West, D. (2000). Online education in a management science course– effectiveness and performance factors. Journal of Education for Business, 76(1), 43-48.
  12. Delialioglu, O., & Yildirim, Z. (2008). Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction. Computers& Education, 51(1), 474– 483.
  13. Fan, W.Q. (2012). An experimental comparison of the flexibility in the use of thinking styles in traditional and hypermedia learning environments. Thinking Skills and Creativity, 7(3), 224-233.
  14. Franks, P. (2002). Blended Learning: What is it? How does it impact student retention and performance? In Proceedings of World Conference on ELearning inCorporate, Government, Healthcare, and Higher Education. (pp.1477-1480). Norfolk, VA: AACE.
  15. Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
  16. Garrison, D.R. & Anderson, T. (2003). E-Learning in the 21st Century: A Framework for Research and Practice, Routledge New York, NY. P. 23.
  17. Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
  18. Garrison, D.R., & Vaughan, N.D. (2009). Blended learning in higher education. Canadian Journal of University Continuing Education, 35(2), 109–123.
  19. Graham, C.R. (2006). Blended Learning Systems: Definition, Current Trends, and Future Directions. In C.J. Bonk, & C.R. Graham (Eds.), The Handbook of Blended Learning: Global Perspectives, Local Designs (pp.3-21).
  20. Kitsantas, A., & Chow, A. (2007). College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers and Education, 48(3), 383-395.
  21. Lancaster, J.W., Wong A., & Roberts, S.J. (2012). ‘Tech’ versus ‘Talk’: A comparison study of two different lecture styles within a Master of Science nurse practitioner course. Nurse Education Today, 32, 14–18.
  22. Lee, S.W.Y., & Tsai, C.C. (2011). Students’ perceptions of collaboration, selfregulated learning, and information seeking in the context of internet-based learning and traditional learning. Computers in Human Behavior, 27(2), 905–914.
  23. Liu, J., & Cheng, X. (2008). An Evaluation of the Learning of Undergraduates Using ELearning in a Tertiary Institution in China. International Journal on E-Learning, 7(3), 427-447.
  24. Lorimer, J., & Hilliard, A. (2009). Incorporating learning technologies into undergraduate radiography education. Radiography, 15, 214-219.
  25. Mahnken, A.H., Baumann, M., Meister, M., Schmitt, V., & Fischer, M.R. (2011). Blended learning in radiology: Is self-determined learning really more effective? European Journal of Radiology, 78 (3), 384-387.
  26. Makhdoom, N., Khoshhal, K., Algaidi, S., Heissam, K., & Zolaly, M.A. (2013). ‘Blended learning’ as an effective teaching and learning strategy in clinical medicine: A comparative cross-sectional university-based study. Journal of Taibah University Medical Sciences, 8(1), 12-17.
  27. McConnell D., & Zhao J. (2006). Chinese Higher Education Teachers’ Conceptions of e-Learning: Preliminary outcomes. Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? Retrieved from http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/
  28. Meyer, K. (2007). Student perceptions of face-to-face and online discussions: the advantage goes to…, Journal for Asynchronous Learning Networks, 11, 4, 53-69.
  29. Miyazoe, S.T., & Anderson, T. (2010). Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.
  30. Olitsky, N.H., & Cosgrove, S.B. (2013). The effect of blended courses on student learning: Evidence from introductory economics courses. International Review of Economics Education, 15, 17–31.
  31. Olapiriyakul, K., & Scher, J.M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet and Higher Education, 9(4), 287-301.
  32. Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18(1), 38-46.
  33. Potter, B., & Johnston, C. (2006). The effect of interactive on-line learning systems on student learning outcomes in accounting. Journal of Accounting Education, 24(1), 16-34.
  34. Pyvis, D., & Chapman, A. (2004). Student experiences of offshore higher education: Issues for quality. Melbourne, Australia: Australian Universities Quality Agency (AUQA).
  35. Radford, M., Mann, L., Ohta, Y., & Nakane, Y. (1993). Differences between Australian and Japanese students in decisional self-esteem, decisional stress and coping styles. Journal of Cross-Cultural Psychology, 24, 284-297.
  36. Rooney, J.E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Managment, 55(5), 26-32.
  37. Roscoe, D.D. (2012). Comparing student outcomes in blended and face-to-face courses. Journal of Political Science Education, 8(1), 1-20.
  38. Rovai, A.P., & Jordan, H.M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distance Learning, 5(2).
  39. Russell, T. (2002). The No Significant Difference Phenomenon as reported in 355 research reports, summaries and papers– a comprehensive research bibliography on technology for distance education. Retrieved from: http://teleeducation.nb.ca/nosignificantdifference/. Šafranj, J. (2013). Using information technology in English language learning procedure: Blended learning. Procedia-Social and Behavioral Sciences, 83, 514-521.
  40. Segal, G., Balik, C., Hovav, B., Mayer, A., Rozani, V., Damary, I., Golan-Hadari, D., Kalishek, S., Khaikin, R. (2013). Online nephrology course replacing a face to face course in nursing schools’ bachelor’s program: A prospective, controlled trial, in four Israeli nursing schools. Nurse Education Today, 33, 1587-1591.
  41. Singer, F.M., & Stoicescu, D. (2011). Using blended learning as a tool to strengthen teaching competences. Procedia Computer Science, 3, 1527– 1531.
  42. Shachar, M., & Neumann, Y. (2003). Differences between traditional and distance education academic performances: A meta-analytic approach. The International Review of Research in Open and Distance Learning, 4(2).
  43. Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers& Education, 55(1), 1721-1731.
  44. Swan, K., Matthews, D., Bogle, L., Boles, E., & Day, S. (2012). Linking online course design and implementation to learning outcomes: A design experiment, The Internet and Higher Education, 15(2), 81-88.
  45. Tayebinik, M., & Puteh, M. (2012). Blended Learning or E-learning? International Magazine on Advances in Computer Science and Telecommunications (IMACST), 3(1), 103-110
  46. Tayebinik, M., & Puteh, M. (2013). The role of ambiguity tolerance in participation in online EFL courses. British Journal of Educational Technology. 44(6), E207–E208.
  47. Thorne, K. (2003). Blended learning: How to integrate online& Traditional learning. Kogan Page Publishers, Business& Economics, 148 pages.
  48. Tham, K., & Tham, C. (2011). Blended learning–A focus study on Asia. International Journal of Computer Science Issues, 8(2).
  49. Triandis, H. (1995). Individualism and collectivism. New directions in social psychology. Triandis, Harry Charalambos Boulder, CO, US: Westview Press, 259 pp.
  50. Tweed, R., & Lehman, D. (2002). Learning considered within a cultural context: Confucian and Socratie approaches. The American Psychologist, 57, 89-99.
  51. Vernadakis, N., Antoniou, P., Giannousi, M., Zetou, E., & Kioumourtzoglou, E. (2011). Comparing hybrid learning with traditional approaches on learning the Microsoft Office PowerPoint 2003 program in tertiary education. Computers and Education, 56(1), 188-199.
  52. Vignare, K. (2005). Blended Learning Review of Research: An Annotative Bibliography. The ALN Conference Workshop on Blended Learning& Higher Education. November 17, 2014. Retrieved from https://www.uic.edu/depts/oee/blended/workshop/bibliography.pdf
  53. Yigit, T., Koyun, A., Yuksel, A.S., & Cankaya, I.A. (2014). Evaluation of blended learning approach in computer engineering education. Procedia-Social and Behavioral Sciences, 141, 807–812.
  54. Zhu, C. (2013). The effect of cultural and school factors on the implementation of CSCL. British Journal of Educational Technology, 44(3), 484-501.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References