University of Wisconsin–Madison

ARTICLE: The effect of blended learning on student performance at course-level in higher education: A meta-analysis

The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. 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, however, 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.

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Read the full article at: http://ac.els-cdn.com.ezproxy.library.wisc.edu/S0191491X16300931/1-s2.0-S0191491X16300931-main.pdf?_tid=f73aa99e-18a7-11e7-929c-00000aab0f27&acdnat=1491249714_d643850cedbd5189e7f6e0d95508a7f3

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