Impact of Learning Modalities on Academic Success
European Journal of Open, Distance and E-Learning Volume 2, ISSN 1027-5207
This study is based on the analysis of academic results of 692 undergraduate and graduate students in two disciplines in a French university who attended their courses using one out of four possible learning modalities. Within the two disciplines, Art History and Educational Sciences, students chose between face-to-face learning (on campus), paper-based distance learning (correspondence), Web-based distance learning (e-learning) or a blend of Web-based and face-to-face learning (combined) modalities. Comparison, using two indicators of overall academic success between the four learning modality types was conducted. The analyses revealed that e-learners attending at least one course on-campus (combined modality) did just as well as students attending all their courses using the on-campus only modality. Furthermore, depending on the discipline, e-learners' academic success was higher than correspondence learners', albeit not as high as on-campus and combined learners' achievements. (Contains 15 tables.)
Fenouillet, F. & Kaplan, J. (2010). Impact of Learning Modalities on Academic Success. European Journal of Open, Distance and E-Learning, 2,.
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Jia Li, Robin Kay & Louise Markovich
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 44, No. 2 (Sep 26, 2018)
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