Al-Qahtani, A.A.Y. and Higgins, S.E. (2013) 'Effects of traditional, blended and e-learning on students' achievement in higher education.', Journal of computer assisted learning., 29 (3 ). pp. 220-234.
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.
|Keywords:||Achievement, Blended learning, E-learning, Higher education, Islamic studies.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1111/j.1365-2729.2012.00490.x|
|Publisher statement:||This is the accepted version of the following article: Al-Qahtani, A. A.Y. and Higgins, S.E. (2013), Effects of traditional, blended and e-learning on students' achievement in higher education. Journal of Computer Assisted Learning, 29 (3): 220–234, which has been published in final form at http://dx.doi.org/10.1111/j.1365-2729.2012.00490.x. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.|
|Record Created:||24 Mar 2015 11:20|
|Last Modified:||24 Mar 2015 15:56|
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