An analytic review on blended learning effects on students achievements in learning science

Khoshneshin, Z.

doi:10.22061/jte.2018.3275.1834

Document Type : Original Research Paper

Author

Z. Khoshneshin

Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University . Tehran. Iran

https://doi.org/10.22061/jte.2018.3275.1834

Abstract

Background and Objectives:The world of communication in the third wave of communication approaches has brought a new way of life in the form of new tools, which has led to it being called the electronic hut. Rapid developments resulting from the application of technology, including productive technology and information technology in human life have caused dramatic changes in the industrial, economic, political and civil structures of societies, and these changes have had a significant impact on the life and work of people around the world. It has seriously challenged traditional methods of teaching, learning, and managing education. With the help of new educational tools, there is an opportunity to make new choices to combine the knowledge of students and students, including the use of blended teaching methods in an environment based on e-learning technology. Blended instruction is the preparation of an active environment and the introduction of dynamic training methods through which it is possible to use educational facilities with its minimum and maximum benefits. In this environment, it is possible to move from face-to-face learning to combining it with virtual classes and finally using fully online facilities. Blended learning as a new paradigm in educational context undergrounded in using ICT when learning occurs both in the classroom and online situation. The paper explains students' achievement in learning science through blended method at a secondary school in a city in Iran.
Method and Materials: Research sample includes 160 students in 6 classes and in 3 grades. 60 of learners after revising of their pre - test score on the basis of scores' variances randomized as control and experimental group.30 of them considered as experimental group learned in blended method and the same sample participated as control in classic styles of learning. Data were analyzed by T test and covariance analysis.
Findings: Findings showed that blended learning method could promote achievement results in experimental group on learning science conceptions.
Conclusion: Learning is formed with a blended approach based on activity-based principles and the learner is required to reflect and decide on events and facts online or offline and explain the reality by reflecting group or individual processes effective in problem solving or decision-making, reviewing the solution and reviewing the effective feedback on solving the problem. Using the teaching method in a blended way and in fact combining education by using the computer as a powerful medium in the learning and teaching processes in addition to improving the teaching of science concepts, after direct teaching in the classroom and in combination with the curriculum assignments related to daily life, can be effective in improving the learning of learners.

Keywords

20.1001.1.20080441.1397.12.3.5.3

Main Subjects

science education

References

[1] Zareii Zevaraki E. Blended learning method in virtual and face to face environments. Tehran: Allameh Tababtabaii Publication; 2009. Persian

[2]Khoshneshin Z. E- based learning and instructional base design. Tehran: Ofogh B Payan Publication; 2013. Persian

[3]ZAreii Zevaraki E. Educational design in learning environment with blended learning approached for presenting new model. Journal of Educational Technology. 2011; 24(8): 56-64. Persian

[4] Rovai AP., Jordan H. Blended learning and sense of community: a comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning. 2004; 5(2): 31-44

[5]Khoshneshin Z. Collaborative critical thinking in online environment. Procedia-Social and Behavioral Sciences. 2011; 30: 1881-1887.

[6]Seraji F, Attaran M. Electronic Based Learning: Instructional Design, Implicate and Evaluation. Hamedan: Bou Ali Sina publication; 2010. Persian

[7]Mashayekh F, Bazrgan A. Toward online learning: From classic approach to modernity. Tehran: Agah publication; 2006. Persian

[8]Clark I, James P. Blended learning: An approach to delivering science courses on-line. Proceedings of the Australian Conference on Science and Mathematics Education (pp. 19-24). Sydney, Australia; 2012.

[9]Hirumi A. A framework for analyzing, designing, and sequencing planned e-learning interactions. The Quarterly Review of Distance Education. 2002; 3(2): 141-160.

[10]Boelens R, De Wever B, Voet M. Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review. 2017; 22: 1-18

[11]Posey L, Pintz C. Transitioning a bachelor of science in nursing program to blended learning: successes, challenges & outcomes. Nurse Education in Practice. 2017; 26: 126-133

[12] Abdollazade A. A comparative review on the impacts of blended e-based learning method and classical kinds on students’ retention and learning mathematics' improvement in Ardabil city. Journal of New Thoughts on Education. 2012; 9(9): 71-79. Persian

[13] Haidari GH, Madanlou Y, Niazazari M, Jafari Gholojeh A.The effects of teaching English with educational multimedia in compare with classic method on students learning achievement. Journal of Educational Communication and Technology. 20120; 1(4): 25-31. Persian

[14] ZAreii Zevaraki E, Tofani Nejad A. Investigate on the effect of blended instruction on students' learning mathematics. Journal of New Thoughts on Education. 2016; 13(1): 73-81. Persian

[15] Hake R. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics. 1998; 2(2):66- 64

[16] Yusoff S, Yusoff R, Noh NH. Blended learning approach for less proficient students. SAGE Open. 2017; 7(3), 1-8.

[17]Khoshneshin Z, Hassani Jafari F. Smart schools management: A perspective to constructivist approach. Tehran: Ofogh B Payan Publication; 2015. Persian

[18] Coyne E, Rands H, Frommolt V, Kain V, Plugge M, Mitchell M. Investigation of blended learning video resources to teach health students clinical skills: an integrative review. Nurse Education Today. 2018; 6(3):101-107.

[19]Wandell, B. A. The neurobiological basis of seeing words. Annals of the New York Academy of Sciences. 2011; 1224(1): 63-80.

[20] Siew-Eng L, Muuk MA. Blended learning in teaching secondary schools’ English: A preparation for tertiary Science education in Malaysia. Procedia-Social and Behavioral Sciences. 2015; 167: 293-300.

[21] Maghami HR, Zareii Zevaraki A, Delavar A, Norouzi DA. Comparative review on the impacts of blended e-based learning method and classical kinds on students' retention and learning improvement in Allameh Tababtabii University. Journal of Research in Educational Systems. 2012; 8(24): 17-39. Persian

[22] Spanjers IA, Könings KD, Leppink J, Verstegen D M, de Jong N, Czabanowska K, van Merriënboer JJ. The promised land of blended learning: Quizzes as a moderator. Journal of Educational Research Review. 2015; 15: 59-74.

[23] Clement M, Vandeput L, Osaer T. Blended learning design: a shared experience. Procedia-Social and Behavioral Sciences. 2016; 228: 582-586.

[24] Stockwell BR, Stockwell MS, Cinnamon M, Jiang E. Blended learning improves science education. Cell. 2015; 162(5): 933-936.

[25] Soler R, Soler JR, Araya I. Diagnosis of educational needs for the implementation of blended courses based on the blended learning model: the case of the social sciences faculty of the national university of Costa Rica. Procedia-Social and Behavioral Sciences. 2017; 237: 1316-1322.

[26] Klentien U, Wannasawade W. Development of blended learning model with virtual science laboratory for secondary students. Procedia-Social and Behavioral Sciences. 2016; 217: 706-711.