Face-to-face vs. Blended Learning: Effects on Secondary Students ‘Perceptions and Performance

This quasi-experimental study explored the impact of blended vs. face-to-face tuition over one year in a K-12 school in Auckland, New Zealand. The same teacher taught two Year 11 classes concurrently; one (N = 11) partially online while the other (N = 19) experienced a traditional pattern of face-to-face lessons. Comparisons between the groups were based on assessed work, a survey of student perceptions and regular teacher reflections. No difference between the classes on any item of assessed work was observed. However, differences emerged between the classes in their perceptions of learning, connectedness, enjoyment and teacher support. Concerns about the effects of technology- mediated instruction may be partly allayed by these findings. While the displacement of the teacher from the centre of the learning process may be uncomfortable for teachers, the provision of a rich online learning environment may have positive benefits for students.