(2003). Out of the whole university population of students, three schools and one directorate were used. (2001). The characteristics and background factors were studied along with blended learning design features such as technology quality, learner interactions, and Moodle with its tools and resources.

324332). Boasting several distinct advantages to traditional methods of employee learning, blended learning has recently seen a dramatic increase in adoption by businesses and other organizations as a way to train, reskill, and upskill employees. Guskey (2000) noted that planning evaluation fits in well since it occurs before the implementation of any innovation as well as allowing planners to determine the needs, considering participant characteristics, analyzing contextual matters and gathering baseline information. The learner characteristics/backgrounds being investigated for blended learning effectiveness include self-regulation, computer competence, workload management, social and family support, attitude to blended learning, gender and age. The causal ordering of self-concept and academic motivation and its effect on academic achievement.

Something Has Gone Terribly Wrong. Packham, G., Jones, P., Miller, C., & Thomas, B. Apart from the learner variables such as gender, age, experience, study time as tackled before, this study considers social and background aspects of the learners such as family and social support, self-regulation, attitudes towards blended learning and management of workload to find out their relationship to blended learning effectiveness. WebBlended language courses, which combine face-to-face and online instruction, are becoming increasingly popular due to the need for more flexible yet effective learning opportunities.

Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. (2009). Effect of blended environment model on high school students academic achievement. This paper focuses on a set of quantitative data pertaining to the perception of blended learning, attitude towards technology, effectiveness and efficiency of blended learning by using path analysis. Tier 3: Emphasis on collaboration skills using IBM's collaboration tools and group exercises.

This implies a possibility of an effectiveness blended learning environment.

WebNovember 2020, blended learning had become the reasonable way of teaching and preventing the covid-19 pandemic spread. (2008). From this research, learners manifest high potential to take on blended learning more especially in regard to learner self-regulation exhibited. Some examples of blended learning include: By combining virtual and online learning approaches with face to face, in-person instruction, blended learning models are able to deliver "the best of both worlds" in terms of employee learning and corporate training. Blocker, J. M., & Tucker, G. (2001). A t-test was carried out to establish the performance of male and female learners in the blended learning set up. While all students demonstrated meaningful improvement in ECG competence after teaching, blended learning was associated with significantly better scores, compared to conventional teaching, in immediate (75.27 16.22% vs 50.27 17.10%, p < 0.001; Cohen's d = 1.58), and delayed post-intervention tests (57.70 18.54% vs 37.63 16.35%, There is high intrinsic motivation, satisfaction and knowledge construction as well as good performance in examinations (M=62%, SD=7.5); which indicates potentiality for blended learning effectiveness. Accounting Education, 22(1), 8599. Among the design features, technology quality, online tools and face-to-face support are predictors of learner satisfaction while learner characteristics of self regulation and attitudes to blended learning are predictors of satisfaction. The Turkish Online Journal of Educational Technology, 13(1), 7887.

The common form of communication medium frequently used by learners during the blended learning experience was by phone (34.5%) followed by whatsapp (21.8%), face book (21%), discussion board (11.8%) and email (10.9%). A study by Thompson (2004) shows that work, family, insufficient time and study load made learners withdraw from online courses. New York, USA: Sloan-C. Piccoli, G., Ahmad, R., & Ives, B. (2010). Naaj, M. A., Nachouki, M., & Ankit, A. Intrinsic Motivation Inventory. This will make our conclusions about the potential of blended learning effectiveness. A questionnaire with items on student characteristics, design features and learning outcomes was distributed among students from three schools and one directorate of postgraduate studies. Contrary to Cohen et al. (2015). 1): This research applies a quantitative design where descriptive statistics are used for the student characteristics and design features data, t-tests for the age and gender variables to determine if they are significant in blended learning effectiveness and regression for predictors of blended learning effectiveness. WebAmsterdam, North Holland, Netherlands. Learners however reported the value/usefulness of blended learning at 91% with majority believing that studying online and face-to-face had value for them (93.3%) and were therefore willing to take part in blended learning (91.2%).
Internet reliability was rated at 66% with a speed considered averagely good to facilitate online activities (63%). Journal of Information Technology Education: Research, 11, 185200.

Journal of Instructional Psychology, 28(3), 191198. This is supported by Selim (2007) that learners need to posses time management skills and computer skills necessary for effectiveness in e- learning and blended learning. They showed positivity with it as it improved their understanding of course material (Ahmad & Al-Khanjari, 2011). Zielinski, D. (2000).

Webaims to discover the effectiveness of the blended learning model in mathematics learning to improve the achievement of mathematical concepts. We investigate the blended learning design features of learner interactions, face-to-face support, learning management system tools and technology quality while the outcomes considered include satisfaction, performance, intrinsic motivation and knowledge construction.

In planning to design and implement blended learning, we are mindful of the implications raised by this study which is a planning evaluation research for the design and eventual implementation of blended learning.

(2012) indicated that technology and learner interactions, among other factors, influenced learner satisfaction in blended learning. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. (2012) findings that learners family responsibilities and hours of employment can impede their process of learning, it is not the case here since they are drivers to the blended learning process. Article This means that good technology with the features involved and the learner positive attitudes with capacity to do blended learning with self drive led to their satisfaction. (2004). Beard however dealt with a comparison between online and on-campus learning while our study combines both, singling out the face-to-face part of the blend. Learner satisfaction was reported at 81% especially with instructors (85%) high percentage reported on encouraging learner participation during the course of study 93%, course content (83%) with the highest being satisfaction with the good relationship between the objectives of the course units and the content (90%), technology (71%) with a high percentage on the fact that the platform was adequate for the online part of the learning (76%), interactions (75%) with participation in class at 79%, and face-to-face sessions (91%) with learner satisfaction high on face-to-face sessions being good enough for interaction and giving an overview of the courses when objectives were introduced at 92%.



(2004) who noted learner preference for it for facilitating social interaction and communication skills. The quality of learning management system content for learners can be a predictor of good performance in e-and blended learning environments and can lead to learner satisfaction. MIS Quarterly, 25(4), 401426. Picciano, A., & Seaman, J. The same study indicated student satisfaction with instructors at a mean of 3.8. In this study we have investigated learning outcomes as dependent variables to establish if particular learner characteristics/backgrounds and design features are related to the outcomes for blended learning effectiveness and if they predict learning outcomes in blended learning.

Rovai, A. P. (2003). Information Technology for Development, 16(3), 159173. The blended learning and time-in-service model announced in December 2014 was implemented so Airmen would receive PME earlier and more frequent in their career. Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. Proceedings of the Society for Information Technology & Teacher Education International Conference (pp.

From the Postgraduate Directorate (n=17), first and second year students were selected because learners attend a face-to-face session before they are given paper modules to study away from campus. The accomplishment scale in knowledge construction scored 71% and specifically the fact that learners were able to work together with group members to accomplish learning tasks throughout the study of the course units (79%).

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volume14, Articlenumber:7 (2017)

The relationship between self regulation and online learning in a blended learning context. Learner and instructional factors influencing learner outcomes within a blended learning environment. We have made use of Loukis, Georgiou, and Pazalo (2007) value flow model for evaluating an e-learning and blended learning service specifically considering the effectiveness evaluation layer. The objective of the current study is to investigate the effectiveness of blended learning in view of student satisfaction, knowledge construction, performance and intrinsic motivation and how they are related to student characteristics and blended learning design features in a blended learning environment. Ahmad, N., & Al-Khanjari, Z. from http://www.infodev.org/en/Publication.301.html.

Education and Training, 46(67), 335342.

Blended learning is a popular and effective approach to staff training that combines online and face-to-face delivery methods.