بررسی تأثیر اشتغال در حالت های یادگیری چندگانه بر عملکرد دانش آموزان
Abstract
1- Introduction
2- Research framework
3- Research model
4- Method
5- Results and discussion
6- Discussion
7- Limitations and future research
8- Conclusion
References
Abstract
The current reliance on different modes for delivering learning materials and establishing connections among peers can be significantly attributed to the teaching and learning practices in higher education. Here, the possible effects of students’ engagement in multiple learning delivery modes on their academic performance were examined. This study specifically examined the effects of students’ engagement in three learning delivery modes—face-to-face (F2F) learning, learning management system (LMS)-based learning, and web-based learning (WBL)—on their learning experience and performance. A total of 196 questionnaires were administrated to university students (104 male; 92 female) to assess their perception of the three modes. Log records were also obtained to investigate the mediation effect of students’ learning experience in LMS-based learning (by access, time spent, tools usage) and WBL (by web tools usage and self-learning time) on their learning performance. Results of a partial least-squares structural equation modeling (PLS-SEM) analysis revealed that students’ engagement in the F2F mode had a significant positive effect on their engagement in the LMS and WBL modes. Moreover, LMS time and tools usage had a positive influence on students’ learning performance in the blended learning environment. Thus, the study results evince the effectiveness of multiple learning delivery modes on the learning development of students in higher education.
Introduction
The literature has emphasized that a blended learning environment typically involves face-to-face (F2F) and other complementary online learning delivery modes (Garrison & Kanuka, 2004; Oliver & Trigwell, 2005; Heirdsfield, Walker, Tambyah, & Beutel, 2011). Typically, students attend conventional instructor-directed F2F classes with synchronous communication (Graham, 2006), and use advanced online learning technologies (Iiyoshi & Kumar, 2008), including an online learning management system (LMS) (e.g., Blackboard (BB)), to create a blended learning environment (Black, Beck, Dawson, Jinks, & DiPietro, 2007; Jain, Abhyankar, & Venugopal, 2013). The experiences gained from using these tools not only support learning communities but also promote students’ learning engagement (Baragash, & AlSamarraie, 2018; Coates, 2005) and success in higher education (Álvarez, Martín, Fernández–Castro, & Urretavizcaya, 2013; Islam, 2013). With the recent development of information and communication technologies (ICTs), university students must be familiar with different learning delivery modes to effectively learn in the online environment (Gros, Garcia, & Escofet, 2012).