Influence of Blended Learning on Outcomes of Students Attending a General Chemistry Course: Summary of a Five-Year-Long Study

Autor/inn/en	Bernard, P.; Bros, P.; Migdal-Mikuli, A.
Titel	Influence of Blended Learning on Outcomes of Students Attending a General Chemistry Course: Summary of a Five-Year-Long Study
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 4, S.682-690 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bernard, P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C7RP00040E
Schlagwörter	Educational Technology; Technology Uses in Education; College Science; Longitudinal Studies; Blended Learning; Distance Education; Homework; Video Technology; Science Instruction; Teaching Methods; Foreign Countries; Experimental Groups; Control Groups; Pretests Posttests; Statistical Analysis; Science Achievement; Poland + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Distance study; Distance learning; Fernunterricht; Hausaufgabe; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse; Polen
Abstract	The development of the Internet, communication technologies and teaching methods creates new opportunities for the modernisation of academic classes. Many studies on the application of new educational models indicate that they are both more effective and preferred by students over classical approaches. Additionally, combining various education methods and didactic tools is a common approach, ensuring a high degree of flexibility in the courses and the ability to satisfy the expectations and needs of students with various inclinations, learning styles and intelligence types. In this study, an attempt was made to determine the effects of blended learning on the outcomes of biophysics students attending a general chemistry course. The blended learning model applied covered a combination of classically organised classes, flipped classes, and elements of distance learning supplemented with various multimedia resources. The study had a quantitative character and involved analysis of variance for comparison of student cohorts taking the course in classical and in modernised forms. The study was run for five consecutive years and covered 98 students. The obtained results indicated a statistically significant increase in the students' outcomes after the classes were modernised. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01