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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...

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Published in:Journal of Computer Assisted Learning Vol. 29; no. 3; pp. 220 - 235
Main Authors: Al-Qahtani, Awadh A.Y., Higgins, S.E.
Format: questionnaire/scale research tables/charts Journal Article
Published: Wiley-Blackwell Jun2013
Online Access:View this record in EBSCOhost
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      dt: Jun2013
      vid: 29
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        86659035
        10.1111/j.1365-2729.2012.00490.x
        104264628
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        atl: Effects of traditional, blended and e-learning on students' achievement in higher education.
      aug:
        au:
          Al-Qahtani, Awadh A.Y.
          Higgins, S.E.
        affil: Umm Al-Qura University
      sug:
        subj:
          Learning Methods
          Academic Achievement
          Students, College
          Teaching Methods
          Education, Non-Traditional
          Lecture
          Achievement Tests
          Saudi Arabia
          Comparative Studies
          Effect Size
          P-Value
          Pretest-Posttest Design
          Random Sample
          Face Validity
          Human
      ab: 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.
      pubtype: Academic Journal
      doctype:
        questionnaire/scale
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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