Article (Scientific journals)
Students’ performance in blended learning: disciplinary difference and instructional design factors
Vo, Minh Hien; Zhu, Chang; Diep, Anh Nguyet
2020In Journal of Computers in Education, 7, p. 487-510
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Keywords :
Blended learning; Students’ performance; Disciplinary difference; Teaching presence; Collaborative learning; Higher education
Abstract :
[en] Significant enhancement in students’ learning performance has been noticed in blended learning courses. Yet, the differential effect of blended learning as a function of disciplinary difference has not widely been explored. Moreover, studies on the critical factors related to students’ performance measured by objective course grades are recognized to a lesser extent compared with those using self-reported or perceived learning achievement. In the present study, the effect of blended learning in hard and soft courses is discerned. Factors related to students’ performance measured by final course grades are unraveled, controlling for the effects of gender and prior learning achievement. The participants (N = 571) are students following blended learning courses at a public university in Vietnam. A questionnaire is employed to collect data, which is subject to confirmatory factor analysis and hierarchical regression analyses. The results show that students in soft disciplines obtain higher grades than peers in hard disciplines. Clear goals and expectations, material quality, and collaborative learning are significant predictors of students’ performance.
Disciplines :
Education & instruction
Author, co-author :
Vo, Minh Hien
Zhu, Chang
Diep, Anh Nguyet  ;  Université de Liège - ULiège > Département des sciences de la santé publique > Simulation en santé publique
Language :
English
Title :
Students’ performance in blended learning: disciplinary difference and instructional design factors
Publication date :
April 2020
Journal title :
Journal of Computers in Education
ISSN :
2197-9987
eISSN :
2197-9995
Publisher :
Springer
Volume :
7
Pages :
487-510
Peer reviewed :
Peer Reviewed verified by ORBi
Available on ORBi :
since 17 December 2020

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