کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4941242 | 1436680 | 2017 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
The effect of blended learning on student performance at course-level in higher education: A meta-analysis
ترجمه فارسی عنوان
تأثیر یادگیری ترکیبی بر عملکرد دانشجویان در سطح تحصیلات عالی: یک متاآنالیز
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کلمات کلیدی
یادگیری تلفیقی، عملکرد دانشجویی، آموزش عالی، انضباط، متاآنالیز،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k = 51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors' end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+ = 0.385, p < 0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+ = 0.496) compared to that of non-STEM disciplines (g+ = 0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Studies in Educational Evaluation - Volume 53, June 2017, Pages 17-28
Journal: Studies in Educational Evaluation - Volume 53, June 2017, Pages 17-28
نویسندگان
Hien M. Vo, Chang Zhu, Nguyet A. Diep,