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The learning effect of using a blended learning design in K12 science teaching
PROCEEDINGS

, Univerversity of Bergen, Norway, Norway

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In seven experiments, two learning conditions were assessed: a blended learning design against traditional instructions. 135 K12 science students were assigned to either a blended learning approach or to traditional learning instructions in authentic classroom settings. The students participated on one of two topics in the subject field of chemistry. All participants were randomly assigned within each classroom to one of two conditions: 1) an experimental blended learning group having teacher lecture plus web-based multimedia; 2) a control group with traditional instructions having teacher lecture plus text and diagram. On subsequent retention and transfer tests, the blended learning group performed significantly better on retention on two of seven comparisons, and there was no significant difference on the rest. The challenge that lies ahead is to identify the characteristics of effective blended learning approaches for this type of learning programme. Recommendations for further research are made.

Citation

Rosenbaum, P.E. (2010). The learning effect of using a blended learning design in K12 science teaching. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2117-2126). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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