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Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment ARTICLE


Journal of Educational Technology & Society Volume 12, Number 4, ISSN 1176-3647 e-ISSN 1176-3647


Among the many studies focusing on the effect of learner and instructional variables on learning outcomes, few studies have investigated the effect of these variables and their mediating mechanisms influencing students' learning within a blended learning environment. This study examined the influence of instructional and learner variables on learning outcomes for a blended instruction course offered for undergraduate students. Data analysis indicated that age, prior experiences with distance learning opportunities, preference in delivery format, and average study time are those learner antecedents differentiating learning outcomes among groups of college students. From a regression analysis, the influence of learner, instructional, and motivational variables on learning outcomes found to be consolidated around one variable in learning application. (Contains 7 tables.)


Lim, D.H. & Morris, M.L. (2009). Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment. Journal of Educational Technology & Society, 12(4), 282-293. Retrieved November 14, 2018 from .

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