Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

Autor/inn/en	Al-Qahtani, Awadh A. Y.; Higgins, S. E.
Titel	Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education
Quelle	In: Journal of Computer Assisted Learning, 29 (2013) 3, S.220-234 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2012.00490.x
Schlagwörter	College Students; Blended Learning; Educational Technology; Conventional Instruction; Academic Achievement; Teaching Methods; Effect Size; Foreign Countries; Computer Uses in Education; Pretests Posttests; Asynchronous Communication; Comparative Analysis; Statistical Significance; Ethics; Saudi Arabia + Suchen Sie Ihr Suchwort? Collegestudent; Unterrichtsmedien; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Computernutzung; Ethik; Saudi-Arabien
Abstract	The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The results of the study ("N"?=?148) show that there was a statistically significant difference between the three methods in terms of students' achievement favouring the blended learning method ("n"?=?55) with a substantial effect size of 1.34 (Hedges' g). No significant difference was found between the e-learning ("n"?=?43) and traditional learning groups ("n"?=?50) in terms of students' achievement and with a negligible effect size of 0.02. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10