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Blended Learning: Impacting Student Learning and Learning Styles through Integrating Web-Enhanced Course Components
PROCEEDINGS

, Central Michigan University, United States ; , Saginaw Valley State University, United States ; , Central Michigan University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

With increased accountability in assessing student learning and with universities and corporations looking for more effective ways to deliver instruction and training, blended learning-a pedagogical approach that combines online and traditional classroom learning components-has been proposed as a paradigm for the future. However, few studies to date have evaluated the effectiveness of blended learning. This investigation examines the use of blended learning and its impact on students. Pre- and post-tests based on the Grasha-Riechmann Student Learning Styles Scales were used to assess changes in student learning styles over the course of a semester in three college-level courses. Through specific instructional intervention, the results of the assessments showed a significant increase in students' Collaborative, Participant, and Independent learning styles over the course of the semester. Implications for practice and additional research are suggested.

Citation

Smart, K., Kumar, P. & Kumar, A. (2005). Blended Learning: Impacting Student Learning and Learning Styles through Integrating Web-Enhanced Course Components. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 422-435). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 18, 2019 from .

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