You are here:

The learning effect of using a blended learning design in K12 science teaching
PROCEEDINGS

, Univerversity of Bergen, Norway, Norway

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

In seven experiments, two learning conditions were assessed: a blended learning design against traditional instructions. 135 K12 science students were assigned to either a blended learning approach or to traditional learning instructions in authentic classroom settings. The students participated on one of two topics in the subject field of chemistry. All participants were randomly assigned within each classroom to one of two conditions: 1) an experimental blended learning group having teacher lecture plus web-based multimedia; 2) a control group with traditional instructions having teacher lecture plus text and diagram. On subsequent retention and transfer tests, the blended learning group performed significantly better on retention on two of seven comparisons, and there was no significant difference on the rest. The challenge that lies ahead is to identify the characteristics of effective blended learning approaches for this type of learning programme. Recommendations for further research are made.

Citation

Rosenbaum, P.E. (2010). The learning effect of using a blended learning design in K12 science teaching. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2117-2126). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2023 from .

© 2010 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Alonso, F., López, G. And Manrique, D. (2005). Instructional model for e-learning with a blended learning process approach. British Journal of Educational Technology, 36(2), 217-235.
  2. Brandom, C.L. (1997). A brief guide to writing better test questions. American Journal of Psysical Medicine, 76, 514-516.
  3. Del Corso, D., Ovcin, E. And Morrone, G. (2005). An instructor friendly environment to foster learner-centered customization in the development of interactive educational package. IEEE Transactions on Education, 48(4), 574-579.
  4. Edginton, A. And Holbrook, J. (2010). A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance to Face-to-Face Interactions. American Journal of Pharmaceutical Education, 74(5), Article 88.
  5. Elearnspace (2005). Blended. Http://www.elearnspace.org/doing/blended.htm (retrieved 21 August 2010).
  6. European Commission (2007). Communication from the commission to the council and the European parliament: The e-learning action plan. Http://eur-lex.europa.eu/LexUriServ/site/en/com/2001/com2001_0172en01.pdf (retrieved 25 August 2010).
  7. Garnham, C. And Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology Today, 8(6). Learning Technology Center of The University Wisconsin-Milwaukee.
  8. Harskamp, G.E., Mayer, R.E. And Suhre, C. (2008). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction, 17, 465-477.
  9. Hoic-Bozin, N., Mornar, V. And Boticki, I. (2009). A blended learning approach to course design and implementation. IEEE Transactions on Education, 52(1), 19-30.
  10. Kehoe, J. (1995). Writing multiple-choice test items. Practical Assessment, Research& Evaluation, 4(9). Http://PAREonline.net/getvn.asp?v=4 & N=9 (retrieved 19 August 2010).
  11. Koohang, A. (2009). A learner-centred model for blended learning design. International Journal of innovation and learning, 6(1), 77-91.
  12. Mayer, R.E. (2005). Cognitive theory of multimedia learning. In R.E. Mayer (ed.) Cambridge handbook of multimedia learning, 31-48. New York: Cambridge University Press.
  13. Mayer, R.E. And Johnson, C.I. (2008). Revising the Redundancy Principle in Multimedia Learning. Journal of Educational Psychology, 100, 380-386.
  14. Mayer, R.E. And Moreno, R. (2002). Animation as an Aid to Multimedia Learning. Educational Psychology Review, 14, 87-99.
  15. Merwe, A. (2007). Using Blended Learning to Boost Motivation and Performance in Introductory Economics Modules. South African Journal of Economics, 75, 125-135.
  16. Mitchell, P. And Forer, P. (2010). Blended Learning: The Perception of First-year Geography Students. Journal of Geographic in Higher Education, 34(1), 77-89.
  17. Narayanan, N.H., and Hegarty, M. (2002). Multimedia design for communication of dynamic information. International Journal of Human Computer Studies, 57, 279-315.
  18. Oliver, M. And Trigwell, K. (2005). Can blended learning be redeemed? E-Learning, 2(1), 17-26.
  19. Paas, F.G.W.C., Touvinen, J.E., Tabbers, H., and Van Gerven, P. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63-71.
  20. Paivio, A. (1986). Mental representations: A dual coding approach. Oxford: Oxford University Press.
  21. Rush, A. (2008). The Design of Online Tertiary Courseware for a Blended Learning, Project-Based, E-Business Management Program in the Middle East. International Journal on ELearning, 7(4), 667-701.
  22. Schnotz, W. (2005). An integrated model of text and picture comprehension. In R.E. Mayer (ed.) Cambridge handbook of multimedia learning, 49-70. New York: Cambridge University Press.
  23. Sprinthall, R.C., Sprinthall, N.A. And Oja, S.N. (1998). Educational Psychology. A Development Approach. New York: The McGraw-Hill Companies (7th ed.).
  24. Sweller, J. (1999). Instructional design in technical areas. Camberwell, Victoria, Australia: Australia Council for Educational Research.
  25. Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R.E. Mayer (ed.) Cambridge handbook of multimedia learning, 19-30. New York: Cambridge University Press.
  26. Wu, J.-H., Tennyson, R.D. And Hsia, T.-L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers& Education, 55, 155-164.
  27. Young, G. (2002). Hybrid teaching seeks to end the divide between traditional and online instructions. Chronicle

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References