Effects of traditional, blended and e-learning on students' achievement in higher education

Al-Qahtani, A.A.Y.; Higgins, S.E.

Abstract

The study investigates the effect of e-learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students’ achievement in the different groups, pre- and post-achievement tests were used. The results of the study (N = 148) show that there was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method (n = 55) with a substantial effect size of 1.34 (Hedges’ g). No significant difference was found between the e-learning (n = 43) and traditional learning groups (n = 50) in terms of students’ achievement and with a negligible effect size of 0.02.

Citation

Al-Qahtani, A., & Higgins, S. (2013). Effects of traditional, blended and e-learning on students' achievement in higher education. Journal of Computer Assisted Learning, 29(3), 220-234. https://doi.org/10.1111/j.1365-2729.2012.00490.x

• Journal Article Type: Article
• Publication Date: Jun 1, 2013
• Deposit Date: Oct 17, 2012
• Publicly Available Date: Mar 24, 2015
• Journal: Journal of Computer Assisted Learning
• Print ISSN: 0266-4909
• Electronic ISSN: 1365-2729
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 29
• Issue: 3
• Pages: 220-234
• DOI: https://doi.org/10.1111/j.1365-2729.2012.00490.x
• Keywords: Achievement, Blended learning, E-learning, Higher education, Islamic studies.
• Public URL: https://durham-repository.worktribe.com/output/1502119