Blended learning and traditional learning: A comparative study of college mechanics courses

Blended learning and traditional learning: A comparative study of college mechanics courses Educ Inf Technol https://doi.org/10.1007/s10639-018-9748-9 Blended learning and traditional learning: A comparative study of college mechanics courses 1 1 Paul Bazelais & Tenzin Doleck Received: 7 December 2017 /Accepted: 28 May 2018 Springer Science+Business Media, LLC, part of Springer Nature 2018 Abstract Research has suggested that learning approaches such as blended learning can enhance both the quality of instruction and student learning outcomes in STEM (Science, Technology, Engineering, & Mathematics) education. However, little is known about how such instructional approaches affect learning outcomes in the context of Collège d’enseignement général et professionnel (CEGEP) pre-university science students. The present study focused on a college Mechanics course at a CEGEP that used blended learning, and compared the affects of the two learning modes (blended versus traditional) on student academic performance. Overall, the study revealed that students in the blended classroom (treatment) experienced more conceptual change and higher performance compared to the students in the traditional lecture-based class (control group). The findings offer support for the push to implement alternative approaches to instruction such as blended learning. Moreover, the study also improves understanding of the affects of approaches such as blended learning on understudied samples such as CEGEPs. . . . Keywords Blended http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Information Technologies Springer Journals

Blended learning and traditional learning: A comparative study of college mechanics courses

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Publisher
Springer US
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Computer Science; Computers and Education; Educational Technology; User Interfaces and Human Computer Interaction; Education, general; Information Systems Applications (incl.Internet); Computer Appl. in Social and Behavioral Sciences
ISSN
1360-2357
eISSN
1573-7608
D.O.I.
10.1007/s10639-018-9748-9
Publisher site
See Article on Publisher Site

Abstract

Educ Inf Technol https://doi.org/10.1007/s10639-018-9748-9 Blended learning and traditional learning: A comparative study of college mechanics courses 1 1 Paul Bazelais & Tenzin Doleck Received: 7 December 2017 /Accepted: 28 May 2018 Springer Science+Business Media, LLC, part of Springer Nature 2018 Abstract Research has suggested that learning approaches such as blended learning can enhance both the quality of instruction and student learning outcomes in STEM (Science, Technology, Engineering, & Mathematics) education. However, little is known about how such instructional approaches affect learning outcomes in the context of Collège d’enseignement général et professionnel (CEGEP) pre-university science students. The present study focused on a college Mechanics course at a CEGEP that used blended learning, and compared the affects of the two learning modes (blended versus traditional) on student academic performance. Overall, the study revealed that students in the blended classroom (treatment) experienced more conceptual change and higher performance compared to the students in the traditional lecture-based class (control group). The findings offer support for the push to implement alternative approaches to instruction such as blended learning. Moreover, the study also improves understanding of the affects of approaches such as blended learning on understudied samples such as CEGEPs. . . . Keywords Blended

Journal

Education and Information TechnologiesSpringer Journals

Published: Jun 6, 2018

References

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