Learning Outcomes and Student Perceptions in Using of Blended Learning in History

This paper examines the effectiveness of blended learning among students in form four (grade 9) in learning of history. A survey of literature on the subject found that although a number of studies were devoted to the use of blended learning (Bonk & Graham, 2006; Duhaney, 2004; Garrison & Kanuka,2004; Singh & Reed, 2001), in the teaching of history in school there seemed to be very little evidence of detailed examination to determine learning outcomes and an account or mechanism of how the subject is learnt. In the present study reflective and collaborative learning supported by scaffolding provides an attractive glimpse of blended learning - the employment of face-to-face teaching approach and the use of blogs by groups of students on the Twitter platform, in the teaching-learning interaction throughout the lessons. A mixed-method approach was employed with survey, interview, and text analysis for data gathering. Qualitative text analysis of the interview script analysis clarified the different merits students perceived from each activity. The variations provided by the blended course design served well in meeting challenges set in the learning outcomes and learning standard, and the learning environment was found to be enjoyable for the students. We also discovered that students had positive perceptions of the blended course design.