•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

•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


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



Blended Learning in Higher Education: Final Grade Correlations

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


Michigan State University

For clarity purposes, the results for each individual hypothesis are located in the child nodes below.

Blended Learning in Higher Education: Results

•Hypothesis 1: Blended learning has a positive impact on objective student outcomes, specifically higher grades on exams and a lower dropout rate in the class

•Hypothesis 2: A correlation exists between the objective outcomes and the subjective student perception of blended learning

•Hypothesis 3: Student perception is an explanatory variable of blended learning’s objective outcomes


Blended Learning in Higher Education: Hypotheses

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

Blended Learning in Higher Education: Hypothesis 2 Results

Using the regression models shown below, it was found that the incorporation of the independent variables and the control variables (gender, age, etc.) better accounted for the final grade rather than only using the independent variables. While face-to-face learning motivation could account for the grades, the other perception variables for e-learning and face-to-face learning could not. With that being said, the article pointed out that this motivation may not be independent of e-learning as the teachers occasionally incorporated e-learning elements during face-to-face instruction, meaning e-learning could have an indirect effect on student grades. By adding a new variable to reflect that “blended learning activities are inter-related,” the regression model then showed that motivation from blended learning could account for student grades, and hypothesis 3 was accepted. However, it is important to note that the regression model showed control variables (except gender) could account for final grades more than the perception variables could.

Blended Learning in Higher Education: Hypothesis 3 Results

Data indicates that since blended learning was introduced in 2008, there has been an increase in the number of students taking the final exam (meaning fewer students dropped out of the class) and the number of students receiving a passing grade has risen. These findings support the hypothesis that blended learning has a positive impact on objective student outcomes.

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