The effect of blended instruction on accelerated learning. Issue 3 (26th May 2016)

• Record Type: Journal Article
• Authors: Patchan, Melissa M.; Schunn, Christian D.; Sieg, Wilfried; McLaughlin, Dawn
• Is Part Of: Technology, pedagogy and education. Volume 25:Issue 3(2016)
• Page Start: 269
• Page End: 286
• Publication Date: 2016-05-26
• Subjects: blended instruction -- face-to-face instruction -- online instruction -- accelerated learning; Educational technology -- Great Britain -- Periodicals; Teachers -- Training of -- Great Britain -- Computer-assisted instruction -- Periodicals; Teachers -- Training of -- Great Britain -- Periodicals; 371.33
• DOI: 10.1080/1475939X.2015.1013977
• Languages: English
• ISSNs: 1475-939X

Abstract

Abstract : While online instructional technologies are becoming more popular in higher education, educators' opinions about online learning tend to be generally negative. Furthermore, many studies have failed to systematically examine the features that distinguish one instructional mode from another, which weakens possible explanations for why online instructional technology can be beneficial. The current study isolates three benefits of the authors' particular online instructional technology: (1) providing flexibility in how students learn, (2) offering immediate and targeted feedback and (3) increasing student participation and engagement with instructional material. Maximum benefits were observed when students used the online instructional technology to prepare for their face-to-face class – that is, students with this blended instruction learned twice as much content in the same amount of time in comparison to students with face-to-face instruction alone, without creating an atypically high workload.