Blended versus Traditional Course Delivery: Comparing Students' Motivation, Learning Outcomes, and Preferences

This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate En...

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Bibliographic Details
Published in:Quarterly review of distance education 2016-03, Vol.17 (1), p.43
Main Authors: Tseng, Hungwei, Walsh, Eamonn Joseph, Jr
Format: Article
Language:English
Subjects:
21st century
Academic Achievement
Active learning
Blended Learning
Cognitive style
Communication
Comparative Analysis
Conventional Instruction
Core curriculum
Design specifications
Distance education
Distance learning
Educational Environment
Educational Strategies
Educational technology
Grades (Scholastic)
Higher education
In Person Learning
Learner Engagement
Learning Processes
Methods
Motivation
Motivation (Psychology)
Online instruction
Outcomes of Education
Pedagogy
Preferences
Social interaction
Student Attitudes
Student Experience
Student Motivation
Students
Studies
Teachers
Teaching
Teaching methods
Undergraduate Students
Web 2.0
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Summary:This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate English literacy course using the face-to-face format while, in the same semester, teaching another section of the same class in a hybrid/ blended format were willing to invite students (blended: n = 26; traditional: n = 26) to participate in this study. Students in the blended course reported significantly higher overall learning motivation (p = 0.045) than students in the traditional course. They also reported higher levels of learning outcomes (p = 0.45) and final grades (p = 0.192) with no significant difference. Moreover, blended learners indicated that they would like to take more blended classes and would recommend them to their friends.
ISSN:1528-3518
2169-1266