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| Autor/inn/en | Al Musawi, Ali S.; Ammar, Mohamed E. |
|---|---|
| Titel | The Effect of Different Blending Levels of Traditional and E-Learning Delivery on Academic Achievement and Students' Attitudes towards Blended Learning at Sultan Qaboos University |
| Quelle | In: Turkish Online Journal of Educational Technology - TOJET, 20 (2021) 2, S.127-139 (13 Seiten)
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| Zusatzinformation | ORCID (Al Musawi, Ali S.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2146-7242 |
| Schlagwörter | Foreign Countries; Blended Learning; Educational Technology; Technology Uses in Education; Conventional Instruction; College Students; Student Attitudes; Academic Achievement; Program Effectiveness; Teaching Methods; Oman |
| Abstract | This research aims to design three educational programmes based on blended learning delivery to students attending the "introduction to educational technology" course. Each programme differs in its blending proportion between traditional and e-learning. The objective is to determine the most suitable blending ratio between the two delivery formats for this course, and compare the effectiveness of the three blending levels to the traditional instruction in terms of developing students' academic achievement and their attitudes towards using blended learning at the College of Education, Sultan Qaboos University. The results show a statistically significant difference at the level of <0.05 between the mean scores of all the experimental groups and the three control groups in the post academic achievement test, in favour of the experimental groups. The research recommends using a blended learning strategy with all blending ratios in teaching and developing different learning variables, such as understanding and thinking. (As Provided). |
| Anmerkungen | Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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