Some researchers stated that blended learning can enhance students' learning outcomes, improve students' motivation , and it is effective way for achieving learning objectives [4,5,14,15]. Mugenyi Justice Kintu. eCollection 2022. Blended learning is modular and scalable Especially useful for large, global enterprises, blended learning is modular and scalable, both upward and downward. We however note that Coldwel, et al dealt with young, middle-aged and old above 45years whereas we dealt with young and middle aged only. For studies comparing knowledge gained from blended learning versus no intervention, the pooled effect size was 1.40 (95% CI 1.04-1.77; P<.001; n=20 interventions) with no significant publication bias, and exclusion of any single study did not change the overall result. The work will encompass risk management framework . The design features (technology quality, interactions) and learner characteristics (self regulation and social support), were found to be significant predictors of learner knowledge construction. Decision Sciences Journal of Innovative Education, 4(2), 215235. Descriptive results by Naaj, Nachouki, and Ankit (2012) showed that learners were satisfied with technology which was a video-conferencing component of blended learning with a mean of 3.7. Int J Educ Technol High Educ 14, 7 (2017). Sixty percent of the learners have to answer to someone when they are not attending to other activities outside study compared to the 39.9% who do not and can therefore do study or those other activities. 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. The data was first tested to check if it met the linear regression test assumptions and results showed the correlations between the independent variables and each of the dependent variables (highest 0.62 and lowest 0.22) as not being too high, which indicated that multicollinearity was not a problem in our model. The 2003 Sloan Survey of Online Learning (Allen & Seaman, 2003) provided somewhat more detail, defining blended learning as a "course that is a blend of the online and face-to-face course. Show All Notifications Identifying the various types of learner variables with regard to their relationship to blended learning effectiveness is important in this study as we embark on innovative pedagogy with technology in teaching and learning. The authors also show that learners need time budgeting, appropriate technology tools and support from friends and family in web-based courses. Thompson, E. (2004). Their preference for the online session was only in as far as it complemented the traditional face-to-face learning. Students of blended learning group employed all motivational and learning strategies more often than students of the didactic and web- based e-learning groups except strategies of intrinsic goal orientation, task value, control of learning belief and help seeking. A one-way ANOVA between subjects was conducted to establish the differences in performance between age groups. A comparison of physiotherapy students' perception about blended learning with online learning during COVID-19 pandemic: A mixed method of study. (2004). (2008). Contrary to Cohen et al. government site. On the time spent on other activities not related to study, majority of the learners spend three hours (35%) while 19% spend 6 hours. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. In a report by Oxford Group (2013), some learners (16%) had negative attitudes to blended learning while 26% were concerned that learners would not complete study in blended learning. Cite this article. They enjoyed the course units (78%) and improved their skills with technology (89%). Ahmad, N., & Al-Khanjari, Z. Funnel plot of blended learning versus no intervention. Arbaugh (2000) and Swan (2001) indicated that high levels of learner-instructor interaction are associated with high levels of user satisfaction and learning outcomes. The selected elements are as a result of the researchers experiences at a Ugandan university where student learning faces challenges with regard to learner characteristics and blended learning features in adopting the use of technology in teaching and learning. Garrison and Kanuka (2004) examined the transformative potential of blended learning and reported an increase in course completion rates, improved retention and increased student satisfaction. Results show that learner self-regulation was good enough at 72.3% in all the sub-scales of goal setting, environment structuring, task strategies, time management, help-seeking and self-evaluation among learners. Motivation and learner characteristics affecting online learning and learning application. International Education Journal, 7(4), 534546. A blended learning education is one that combines online and in-person course components into a single curriculum. The causes of learner dissatisfaction noted by Islam (2014) such as incompetence in the use of the LMS are contrary to our results in our study, while the one noted by Hara and Kling, (2001) as resulting from technical difficulties and ambiguous course instruction are no threat from our findings. This study tackles blended learning effectiveness which has been investigated in previous studies considering grades, course completion, retention and graduation rates but no studies regarding effectiveness in view of learner characteristics/background, design features and outcomes have been done in the Ugandan university context. Kenney and Newcombe (2011) did their comparison to establish effectiveness in view of grades and found that blended learning had higher average score than the non-blended learning environment. 2. Blended Learning Program: How To Measure Its Effectiveness 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. A big percentage of learners spend two hours on study while at home (35.3%) followed by one hour (28.2%) while only 9.7% spend more than three hours on study at home. Effect of Moodle on learning: An Oman perception. An empirical investigation of the critical factors influencing learner satisfaction. Good analytical skills and meticulous. Concerns about the effectiveness of blended learning have led to an increasing number of studies on this topic. (2015). Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2001). Internet and Higher Education, 7(2), 95105. We therefore used the skewness and curtosis results which were between 1.0 and +1.0 and assumed distribution to be sufficiently normal to qualify the data for a parametric test, (Pallant, 2010). Results on the learners computer competences are summarized in percentages in the table below (Table2): It can be seen that learners are skilled in word processing at 91%, email at 63.5%, spreadsheets at 68%, web browsers at 70.2% and html tools at 45.4%. MeSH A higher percentage (85.3%) is reported on learners getting support from family regarding provision of essentials for learning such as tuition. Anderson, T. (2004). . 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. It was also noted that learners may not continue in e- and blended learning if they are unable to make friends thereby being disconnected and developing feelings of isolation during their blended learning experiences (Willging & Johnson, 2009). 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. A predictive study of student satisfaction in online education programs. The usability of the online system, tools and resources was below average as shown in the table below in percentages (Table3): However, learners became skilled at navigating around the learning management system (79%) and it was easy for them to locate course content, tools and resources needed such as course works, news, discussions and journal materials. 2020 Apr;104:103512. doi: 10.1016/j.ijnurstu.2019.103512. Support is needed for learners from all areas in web-based courses and this may be from family, friends, co-workers as well as peers in class. Studies like that of Morris and Lim (2009) have investigated learner and instructional factors influencing learning outcomes in blended learning. One big challenge is about how users can successfully use the technology and ensuring participants commitment given the individual learner characteristics and encounters with technology (Hofmann, 2014). Teaching for blended learning: research perspectives from on-campus and distance students. Arbaugh, J. (2000). One of the major corporate benefits of blended learning is that it is more economical than traditional face-to-face training. In Neuwe Medien in Unterricht, Aus-und Weiterbildung Waxmann Munster, New York. The frequency of the face-to-face sessions is shown in the table below as preferred by learners (Table5). Can you keep learners online? August 2nd, 2022 . (2009). Goyal, E., & Tambe, S. (2015). The influence of system characteristics on e-learning use. A review of motivational and emotional strategies to reduce dropout in web-based distance education. Learners preferred face-to-face sessions after every month in the semester (33.6%) and at the beginning of the blended learning session only (27.7%). Learners in the study found Moodle to be an effective educational tool. M icrolearning is a learning approach that involves delivering small, targeted chunks of information to learners in a concise and easily digestible format. Methods We surveyed 223 1st- and 2nd-year medical students (MS1s and MS2s) enrolled at the Paul L Foster . All it requires is the right technology, and training, to do the job right. Questions This research mainly answered the following two questions: (1) In the process of joint learning for (2008). Concerns about the effectiveness of blended learning have led to an increasing number of studies on this topic. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. 2023 BioMed Central Ltd unless otherwise stated. Online learning and learning application joint learning for ( 2008 ) learning is that it is economical.: a mixed method of study easily digestible format and MS2s ) enrolled the! Led to an increasing number of studies on this topic ( 2017.! 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