•Correlations exist between the subjective variables of e-learning and face-to-face learning, but they are weaker than the correlations found within the same blended learning component

•The strongest correlations between components were found between the same subjective variable types

•The satisfaction, utility, and motivation from e-learning was correlated with the satisfaction, utility, and motivation from face-to-face learning, respectively


Michigan State University

All blended learning variables expressing the joint effect of the learning components were correlated with final grades. Hypothesis 2 is accepted. 

Explore the child nodes below to see the other correlations found


Blended Learning in Higher Education: Hypothesis 2 Results

López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818–826. https://doi.org/https://doi.org/10.1016/j.compedu.2010.10.023



Blended Learning in Higher Education: Students' Perceptions and Their Relation to Outcomes

•The perceived utility of e-learning is correlated with the motivation and satisfaction of e-learning

•E-learning satisfaction is correlated with the motivation of e-learning


Blended Learning in Higher Education: E-learning correlations 

•The perceived utility of face-to-face learning is correlated with the motivation and satisfaction with face-to-face learning

•The satisfaction with face-to-face learning is correlated with the motivation derived from face-to-face learning


Blended Learning in Higher Education: Face to Face Learning Correlations

Blended Learning in Higher Education: Correlations Between Blended Learning Components

•Correlations between final grades and perceptions were found with face-to-face learning but not with e-learning

•Correlations were found between e-learning perception and control variables

•Class attendance correlated with e-learning utility

•Background knowledge correlated with e-learning motivation and satisfaction

•Gender correlated with e-learning utility and satisfaction

•These variables have complex and entwined relationships, suggesting e-learning has an indirect effect on final grades



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