•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

First-year general accounting courses at the University of Granada used a blended learning model. To collect the objective outcomes of this blended learning approach, the passing and non-dropout rates of the classes were recorded. To collect the subjective outcomes, students were given a survey in which 985 valid responses were recorded. In this survey, students were asked to rate their motivation, satisfaction, and perceived utility of the face-to-face and online components of the class as well as the blended learning experience overall. They were also asked for their age, gender, level of attendance in the class, and their entry university pass mark in order to serve as control variables.

Blended Learning in Higher Education: Methods

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

Blended Learning in Higher Education: Results

Blended learning has shown to reduce dropout rates and increase the passing rate of a class. It is also found that incorporating e-learning with face-to-face learning can account for student grades, and a correlation exists between student perceptions and the objective results from blended learning. Students reported high levels of utility, satisfaction, and motivation with blended learning, possibly improving upon their understanding and interest in the subject. The students’ age, level of attendance, and background knowledge played the greatest contributing role to the objective results, while students with greater background knowledge seemed to benefit the most from blended learning. However, blended learning and control variables correlated with final grades, suggesting an indirect role blended learning may play in improving grades. 

Blended Learning in Higher Education: Conclusion

A study investigating objective outcomes as a result of blended learning, the subjective outcome of students' perceptions, and the possible relationship between the two


Michigan State University

An approach to education which uses online materials in order to complement face to face learning

Blended learning

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

Types of blended learning

MOOCs are often combined with traditional teaching methods to create different blended learning environments.

MOOCs in blended learning

References for blended learning can be found in the child nodes below

Learn Before

Related

Learn After