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

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

doi:10.1111/j.1365-2729.2012.00490.x

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

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

Authors

A.A.Y. Al-Qahtani

Professor Steven Higgins s.e.higgins@durham.ac.uk
Professor

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.

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Copyright 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.