Preparation and Synchronous Participation Improve Student Performance in a Blended Learning Experience

Autor/inn/en	Clark, Charlotte Emily Jane; Post, Ger
Titel	Preparation and Synchronous Participation Improve Student Performance in a Blended Learning Experience
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 3, S.187-199 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark, Charlotte Emily Jane) ORCID (Post, Ger)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Blended Learning; Electronic Learning; Synchronous Communication; Asynchronous Communication; Attendance; Grades (Scholastic); Undergraduate Students; Student Participation; Active Learning; Value Judgment; Performance Factors; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Anwesenheit; Notenspiegel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aktives Lernen; Werturteil; Leistungsindikator; Ausland; Australien
Abstract	Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable, but that participation in f2f classes would enhance student learning. Using a design-based research approach, we have evaluated two iterations of a blended learning experience, combining qualitative survey data and quantitative attendance data and student grades. Students overwhelmingly valued active learning, both within eLearning materials and f2f classes. Final marks positively correlated with the number of f2f classes students attended. Analysis of a subset of intended learning outcomes (ILOs) showed that students who accessed eLearning independently and students who attended f2f classes performed equally-well in ILO-related assessment tasks, however, students were more likely to choose an assessment task directly-related to a class they attended. In addition, completion of required eLearning prior to f2f class attendance significantly enhanced student performance in related assessment tasks. We suggest that f2f attendance as part of blended learning is beneficial, however students can obtain selected ILOs from engaging eLearning materials. Implications for practice or policy: (1) Instructors will gain insight into aspects of blended active learning that students value; and (2) We present evidence that supports the benefits to students of completion of pre-eLearning prior to participation in synchronous f2f classes. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01