ONLINE VS. BLENDED LEARNING: DIFFERENCES IN INSTRUCTIONAL OUTCOMES AND LEARNER SATISFACTION

This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings.

[1]  Anna De Fina,et al.  The ethnographic interview , 2019, The Routledge Handbook of Linguistic Ethnography.

[2]  Kaye Thorne,et al.  Blended Learning: How to Integrate Online and Traditional Learning , 2003 .

[3]  G. Otte.  ONLINE LEARNING: NEW MODELS FOR LEADERSHIP AND ORGANIZATION IN HIGHER EDUCATION , 2019, Online Learning.

[4]  Joseph Morabito,et al.  Organization Modeling: Innovative Architectures for the 21st Century , 1999 .

[5]  John W. Creswell,et al.  Research Design: Qualitative and Quantitative Approaches , 1997 .

[6]  J. Morse.  Qualitative data analysis (2nd ed): Mathew B. Miles and A. Michael Huberman. Thousand Oaks, CA: Sage Publications, 1994. Price: $65.00 hardback, $32.00 paperback. 238 pp , 1996 .

[7]  Timothy T. Baldwin,et al.  TRANSFER OF TRAINING: A REVIEW AND DIRECTIONS FOR FUTURE RESEARCH , 1988 .

[8]  B MilesMatthew,et al.  Qualitative Data Analysis , 2009, Approaches and Processes of Social Science Research.

[9]  John W. Creswell,et al.  Research Design: Qualitative, Quantitative, and Mixed Methods Approaches , 2010 .

[10]  D. Chavis,et al.  Sense of community: A definition and theory , 1986 .

[11]  David M. Moore,et al.  Interaction of Cognitive Style and Learner Control in a Hypermedia Environment , 2000 .

[12]  Sharan B. Merriam,et al.  Qualitative research and case study applications in education , 1998 .

[13]  Barbara Lockee,et al.  IMPROVING TRAINING OUTCOMES THROUGH BLENDED LEARNING , 2019 .

[14]  Doo H. Lim,et al.  Perceived Differences between Classroom and Distance Education: Seeking Instructional Strategies for Learning Applications. , 2002 .

[15]  Barry J. Fraser,et al.  No significant difference phenomenon for technology-based learning environments , 2016 .

[16]  Robert Heinich,et al.  Instructional Media and Technologies for Learning , 1996 .

[17]  David Taylor,et al.  Training problem solving skills using cognitive strategies: Part 1: Novice versus expert problem solvers , 1992 .

[18]  Janet Macdonald,et al.  New Approaches to Supporting Students: strategies for blended learning in distance and campus based environments , 2003 .

[19]  Eunjoo Oh,et al.  Cross Relationships between Cognitive Styles and Learner Variables in Online Learning Environment. , 2005 .

[20]  Sally Sieloff Magnan,et al.  Research Design: Qualitative and Quantitative Approaches , 1997 .

[21]  Anthony G. Picciano.  BLENDED LEARNING: IMPLICATIONS FOR GROWTH AND ACCESS , 2019, Online Learning.

[22]  Bijan B. Gillani,et al.  Web-based instruction and the traditional classroom : Similarities and differences , .

[23]  Gretchen B. Rossman,et al.  Numbers and words revisited: Being “shamelessly eclectic” , 1994 .

[24]  Michael J. Hannafin,et al.  Guidelines for using locus of instructional control in the design of computer-assisted instruction , 1984 .

[25]  Scott D. Johnson,et al.  The Design and Development of an Evaluation System for Online Instruction , 1999, WebNet.

[26]  David Metcalf,et al.  Blended eLearning: Integrating Knowledge, Performance Support, and Online Learning , 2002 .

[27]  Charles R. Graham,et al.  Blended Learning Environments , 2005 .