東華大學圖書館 |

Investigating the Impact of Blended Learning on Academic Performance in Higher Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating the Impact of Blended Learning on Academic Performance in Higher Education./
作者:	Bazelais, Paul.
面頁冊數:	1 online resource (211 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30347053click for full text (PQDT)
ISBN:	9798377670803

Investigating the Impact of Blended Learning on Academic Performance in Higher Education.
Bazelais, Paul.

Investigating the Impact of Blended Learning on Academic Performance in Higher Education. - 1 online resource (211 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ph.D.)--McGill University (Canada), 2022.

Includes bibliographical references

This dissertation consists of three chapters that contribute to the study of blended learning and academic performance. The importance of STEM education is well documented in the literature; however, many educators and researchers have expressed major concern regarding the present state of STEM education. To improve this situation, new pedagogies, such as blended learning have been proposed and researched. The last decade has seen an increase in the use of blended learning to support student learning and enhance engagement in STEM education; however, the effect of blended learning on teaching and learning remains unclear and often are mixed. The extant research has addressed the benefits and effectiveness of blended learning, as well as the impact of blended learning on academic performance, however, the findings suggest a lack of agreement on the nature of the relationship between blended learning and academic performance. Since the implementations of blended learning have become ubiquitous, it is imperative to understand their impact, especially on students' learning outcomes and achievement. To address these gaps in the literature, this dissertation, composed of three empirical studies, examines the relationship between blended learning and academic performance in a sample of pre-university CEGEP science students. Study 1 investigates the link between blended learning and academic performance-using a low-intensity blended context as a point of reference for the follow-on studies (Studies 2 and 3) in this multi-study dissertation. Study 2 examines the impact of frequent two-stage quizzes and peer formative feedback in blended learning situations on performance. Whereas study 3 examines the impact of asynchronous online video instructions with online homework & instant feedback in blended learning situations on performance. This research contributes to the literature by expanding on the understanding of how blended learning is linked to academic performance. The dissertation concludes with a discussion of the implications as well as avenues for future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377670803Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Investigating the Impact of Blended Learning on Academic Performance in Higher Education.
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500 $a Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
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504 $a Includes bibliographical references
520 $a This dissertation consists of three chapters that contribute to the study of blended learning and academic performance. The importance of STEM education is well documented in the literature; however, many educators and researchers have expressed major concern regarding the present state of STEM education. To improve this situation, new pedagogies, such as blended learning have been proposed and researched. The last decade has seen an increase in the use of blended learning to support student learning and enhance engagement in STEM education; however, the effect of blended learning on teaching and learning remains unclear and often are mixed. The extant research has addressed the benefits and effectiveness of blended learning, as well as the impact of blended learning on academic performance, however, the findings suggest a lack of agreement on the nature of the relationship between blended learning and academic performance. Since the implementations of blended learning have become ubiquitous, it is imperative to understand their impact, especially on students' learning outcomes and achievement. To address these gaps in the literature, this dissertation, composed of three empirical studies, examines the relationship between blended learning and academic performance in a sample of pre-university CEGEP science students. Study 1 investigates the link between blended learning and academic performance-using a low-intensity blended context as a point of reference for the follow-on studies (Studies 2 and 3) in this multi-study dissertation. Study 2 examines the impact of frequent two-stage quizzes and peer formative feedback in blended learning situations on performance. Whereas study 3 examines the impact of asynchronous online video instructions with online homework & instant feedback in blended learning situations on performance. This research contributes to the literature by expanding on the understanding of how blended learning is linked to academic performance. The dissertation concludes with a discussion of the implications as well as avenues for future research.
520 $a Cette these se compose de trois chapitres qui contribuent a l'etude de l'apprentissage mixte et des performances academiques. L'importance de l'enseignement des Sciences-Technologies-Ingenierie-Mathematiques (STEM) est bien documentee dans la litterature. Cependant, de nombreux educateurs/educatrices et chercheurs/chercheuses ont exprime une profonde preoccupation concernant l'etat actuel de l'enseignement des STEM. Pour ameliorer cette situation, de nouvelles pedagogies, tel que l'apprentissage mixte, ont ete proposees et etudiees. La derniere decennie a vu une augmentation de l'utilisation de l'apprentissage mixte pour soutenir l'apprentissage des eleves et ainsi ameliorer l'engagement dans l'enseignement des STEM. Cependant, l'effet de l'apprentissage mixte sur l'enseignement et l'apprentissage demeure ambigue et souvent mitige. Bien que les recherches existantes aient porte sur les avantages et l'efficacite de l'apprentissage mixte, ainsi que sur l'impact de l'apprentissage mixte sur le rendement scolaire, les resultats suggerent un manque de lien sur la nature de la relation entre l'apprentissage mixte et le rendement scolaire. Etant donne que les mises en oeuvre de l'apprentissage mixte sont devenues omnipresentes, il est imperatif de comprendre leur impact, en particulier sur les resultats d'apprentissage et les resultats des eleves. Pour combler ces lacunes dans la litterature, cette these, composee de trois etudes empiriques, examine la relation entre l'apprentissage mixte et le rendement scolaire dans un echantillon d'etudiants sous-representes en sciences pre-universitaires du CEGEP. L'etude 1 examine le lien entre l'apprentissage mixte et les resultats scolaires, en utilisant un contexte mixte a faible impact comme point de reference pour les etudes de suivi (etudes 2 et 3) dans cette these multi-etudes. L'etude 2 examine l'impact sur les performances des frequents quiz en deux etapes et du feedback formateur des pairs dans des situations d'apprentissage mixte. L'etude 3 examine l'impact des instructions video asynchrones en ligne avec les devoirs en ligne et le retour d'information instantane dans des situations d'apprentissage mixte sur les performances. Cette recherche contribue a la litterature en elargissant la comprehension sur la facon dont l'apprentissage mixte est lie au rendement scolaire. La these se termine par une discussion sur les implications ainsi que sur des pistes pour de futures recherches.
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