The effect of blended learning on course persistence and performance of adult learners: A difference-in-differences analysis

This article examines the effect of blended learning on adult learners' academic success. Using a large administrative data set we test the impact of introducing a blended learning format within the first year of a business education curriculum on course persistence and performance. Our difference-in-difference research design minimizes the potential bias resulting from the selectivity of learners enrolled in blended programmes. We find out that blended learning improves exam results. Although we observe a negative effect on the course persistence of adult learners (increased drop-out due to blended learning), the overall effect on course pass rates remains positive. Implications for practice and follow-up studies are discussed. We use data from a natural experiment to study the effects of blended learning on the learning outcomes of adult learners.Blended learning worsens the persistence of adult learners.Blended learning improves test scores, but this observed effect largely results from non-random selection into taking the test.Overall we find a small positive effect of blended learning on course pass rates.

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