Effects of traditional, blended and e-learning on students' achievement in higher education.
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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 3; pp. 220 - 235 |
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| Autores principales: | , |
| Formato: | questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | 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. |
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