The Effectiveness of Using Blended Learning Teaching and Learning Strategy to Develop Students' Performance at Higher Education

Autor/inn/en	Ayob, Hisham Hanfy; Daleure, Georgia; Solovieva, Nadia; Minhas, Wasif; White, Timothy
Titel	The Effectiveness of Using Blended Learning Teaching and Learning Strategy to Develop Students' Performance at Higher Education
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 3, S.650-662 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayob, Hisham Hanfy) ORCID (Daleure, Georgia) ORCID (Solovieva, Nadia) ORCID (Minhas, Wasif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-09-2020-0288
Schlagwörter	Instructional Effectiveness; Blended Learning; Learning Strategies; Academic Achievement; College Students; Foreign Countries; Flipped Classroom; Gender Differences; United Arab Emirates + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Collegestudent; Ausland; Flipped classrooms; Flip teaching; Inverted teaching; Geschlechterkonflikt; Vereinigte Arabische Emirate
Abstract	Purpose: The research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education attributed to the method of teaching (blended learning, traditional). Design/methodology/approach: The research applied a Quasi-experimental. The current research used two groups experimental group and controlled group across two phases: pilot study and experimental study. Phase 1 examined the difference between the pilot group and the nonpilot group at Sharjah colleges across three different courses: Fundamentals of Applied Mathematics, Professional Communication and Reporting and Basic Research Methods during the spring semester 2019 at Sharjah colleges. Phase 2 examined the difference between the experimental group (using blended learning during summer 2019) and the controlled group (learned the same courses during summer 2018) across three different courses and the same three courses. Findings: There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Fundamentals of Applied Mathematics (LSM 1000) course between the experimental and controlled groups. There is a statistically significant difference at significance level (a = 0.05) in students' achievements in the Professional Communication and Reporting (LSC 1103) in favor of the experimental group course at higher education attributed to the method of teaching (blended learning, traditional). There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Basic Research Methods (LSS 1123) between the experimental and controlled groups. Research limitations/implications: (1) The study is limited to students of Higher Colleges of Technology in the UAE; (2) The study is limited to the General Studies Department at Higher Colleges of Technology; and (3) The achievement test used in the study is a standardized test developed by the college. Originality/value: This research considered the first research to discuss the effectiveness of using blended learning where three teaching strategies are combined together (normal face-to-face classes, flipped classroom and online face-to-face classes) in students' achievement at higher education in the UAE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01