Online Learning Efficacy Research Database

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Virtual and traditional classes of English language at UQU: A comparative study of learning outcomes.
Al-Asmari, A.
Many earlier studies assessed virtual vs. traditional learning outcomes. The majority of them had two limitations. (1) learners self-selection of virtual classes, and (2) the lack of exams … [more]
Many earlier studies assessed virtual vs. traditional learning outcomes. The majority of them had two limitations. (1) learners self-selection of virtual classes, and (2) the lack of exams proctoring. It has been stated that these factors give more opportunities of unrealistic elevation of learning outcomes of virtual classes over the traditional ones. This study is of comparative corpus-based nature applied on 1324 male students of Medicine enrolled in Joint First Year Program (JFYP) at Umm Al-Qura University (UQU) in the first semesters of the academic years (2017-2018) and (2018-2019). Participants of this study were given English classification test before commencing their JFYP. In the first semester of the academic year (2017-2018), 624 students were taught English in traditional classes by the English Language Center (ELC) at UQU. The other 700 students studied English through virtual classes by TeachCast with Oxford via Eleutian platform. Then, all participants sat for final exams by the end of their first semesters. Comparing the participants’ grade in these two tests is meant to (1) test the claims of the earlier studies, (2) reveal the impact of English instruction by the ELC at UQU and (3) disclose whether the English learning outcomes of controlled virtual classes surpass the traditional classes’ or not. Findings of this study indicated that the learning outcomes of virtual classes significantly surpassed the traditional classes although the affecting factors stated by earlier studies were eliminated. Then, the study recommendations were suggested. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2019, Saudi Journal of Humanities and Social Sciences, 4(5), 311-315.
  |   English Language  |   Traditional, Fully online  |   1,363 Undergraduate
Blended method: Online-offline teaching and learning, on students’ reading achievement.
Setyawan, H.
This study aimed at investigating the effect of Blended Method (online and offline teaching and learning) and Traditional Method (offline teaching and learning), as the comparison, on students’ … [more]
This study aimed at investigating the effect of Blended Method (online and offline teaching and learning) and Traditional Method (offline teaching and learning), as the comparison, on students’ reading achievement. There were 200 college students involved in this study. Half of them were taught through a blended teaching method and half of them were taught through a traditional teaching method. The data were taken from the students’ final scores in the lectures which included scores of assignment, quiz, mid-term test, and final term test. The final scores of the two groups were compared to find out the effect of the blended teaching method and the traditional teaching method. The result showed that the scores of students who were taught through Blended Method were significantly better than the scores of students who were taught through Traditional Method. It indicates that utilizing new methods while maintaining good aspects of pre-existing methods has a positive impact on students’ achievement. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2019,  English Education, 12(1), 22-33.
  |   English Language  |   Traditional, Blended/hybrid  |   200 Undergraduate
Performance, interaction, and satisfaction of graduate EAP students in a face-to-face and an online class: A comparative analysis.
Stanchevici, D., Siczek, M.
Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus … [more]
Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2019, TESL Canada Journal, 36, 132-153.
  |   English Language  |   Traditional, Blended/hybrid  |   30 Graduate
Effects of using a blended learning method on students' achievement and motivation to learn English in Jordan: A pilot case study.
Owies, T. I.
This research aims at investigating the effect of blended learning on the achievement and motivation to learn English of German Jordanian University students. A pilot case study research … [more]
This research aims at investigating the effect of blended learning on the achievement and motivation to learn English of German Jordanian University students. A pilot case study research strategy was used. Pilot case studies are effective research strategies for investigating educational issues in real life situations. They are used to refine research problems, variables, and also to refine the case study design before doing it in a larger-scale investigation. The study sample comprised 34 students who were selected purposefully and distributed into experimental and control groups. The experimental group studied English through a computerized program melded with the traditional method, whereas the control group was taught solely by the latter. The analysis of covariance (ANCOVA) revealed statistically significant differences in achievement between the two groups, indicating that the experimental group performed better than the control group. Significant differences were also found in the respective groups’ motivation to learn English. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2018, Education Research International, 2018.
  |   English Language  |   Traditional, Blended/hybrid  |   34 Undergraduate
The impact of online autonomous learning on EFL students’ reading skills.
Shang, H.-F., Chen, Y.-Y.
With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning … [more]
With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning on English as a Foreign Language (EFL) students’ reading ability. Sixty-five students from two reading classes at One University in Southern Taiwan were divided into an experimental group (integration of online reading and teacher-guided intervention) and a control group (teacher-guided intervention). The results demonstrated that there was a significant difference in the reading scores between the experimental and control groups. A significant difference was also found between the pre- and posttest scores in the experimental group; however, this pre- and post-test difference was not observed in the control group. Students in the experimental group also noted an obvious enhancement to their reading due to the requisite planning, monitoring, and evaluating activities practiced during online learning. Based on the research results, suggestions for future study are discussed. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2018, International Journal on E-Learning, 17(2), 227-249.
  |   English Language  |   Traditional, Blended/hybrid  |   65 Undergraduate
Comparing learning outcomes of blended learning and traditional face-to-face learning of university students in ESL courses.
Zang, W. , Zhu, C.
Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of … [more]
Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the traditional face-to-face learning mode, this research investigated the learning outcomes of students following English as a Second Language (ESL) course under the two learning modes in a comprehensive university in Beijing, China. A large database was analyzed including student variables (gender, grade and knowledge domain), the different learning modes, and student performance in this study (N=5376). The results show that students following blended learning had better academic achievements in their ESL courses compared to students following the traditional face-to-face learning mode. Student factors (gender, grade, knowledge domain and pre-test) were taken as covariates in order to assess the differences of student performance (dependent variable) in blended learning and traditional F2F learning. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2018, International Journal on E-Learning, 17(2), 251-273.
  |   English Language  |   Traditional, Blended/hybrid  |   5,376 Undergraduate
The effect of blended learning vs. classroom learning techniques on Iranian EFL learners’ writing.
Ghahari, S., Ameri-Golestan, A.
The present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners‘ writing. To this end, a group of 29 upper … [more]
The present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners‘ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, namely Blended Learning and a control group, namely Classroom Learning after taking part in a placement test. Participants of the Blended Learning group received traditional teaching methods of writing plus learning through the web. Participants of the Classroom Learning group, however, were taught based on the traditional teaching methods of writing and received the materials, instructions, and feedback merely through traditional methods. In order to collect the data, participants‘ first piece of writing was regarded as the pretest and their last one was the posttest. The results of the independent-samples t-tests showed that participants of the Blended Learning group significantly outperformed the ones in the Classroom Learning group in their writing performances. In conclusion, the results of the study revealed that employing a blended teaching method can create a more desirable condition to enhance the EFL learners‘ writing performance and that doing research in this field can be a promising area for those interested. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2014, International Journal of Foreign Language Teaching and Research, 1, 1-9.
  |   English Language  |   Traditional, Blended/hybrid  |   29 Undergraduate
Students' achievement and attitudes toward using traditional learning, blended learning, and virtual classes learning in teaching and learning at the university level.
Alseweed, M. A.
This study aims to investigate the effects of the traditional learning, blended learning and virtual classes learning on university students’ achievement and attitudes. 34 male students studying at … [more]
This study aims to investigate the effects of the traditional learning, blended learning and virtual classes learning on university students’ achievement and attitudes. 34 male students studying at the English Language Program, Qassim University were divided randomly into three groups, (blended learning, traditional learning, or virtual classes learning). Results indicate that there are significant differences among the instructional approaches in the achievement test scores in favor of blended learning. In addition, the results show significant differences in students’ attitudes in favor of blended learning. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2013, Studies in Literature and Language, 6(1), 65.
  |   English Language  |   Blended/hybrid, Fully online  |   37 Undergraduate
A comparison of learners' achievement between blended learning and distance learning.
Al-Hebaishi, S. M.
The study investigated the effectiveness of Blended Learning environment in a comparison to Distance Learning environment with regard to learners' achievement as measured by exam scores on ‘Lesson … [more]
The study investigated the effectiveness of Blended Learning environment in a comparison to Distance Learning environment with regard to learners' achievement as measured by exam scores on ‘Lesson Planning Section’, Methodology Course. The participants were (30) EFL female learners enrolled in two groups: The control group composed of (15) students who were exposed to distance learning only, whereas the experimental group consisted of (15) students who were exposed to blended learning. The results of the study indicated significant differences between the two groups on the achievement test in favour of the experimental group. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2012, International Journal on E-Learning, 11(4), 373-382.
  |   English Language  |   Blended/hybrid, Fully online  |   30 Undergraduate
A case study of the application of a blended learning approach to web-based college English teaching platform in a medical university in Eastern China.
Zhang, W. , Han, C.
This study adopted an empirical study to examine the application of the blended learning approach to Web-based College English Teaching Platform (WCETP) in a medical university in eastern … [more]
This study adopted an empirical study to examine the application of the blended learning approach to Web-based College English Teaching Platform (WCETP) in a medical university in eastern China. The study was conducted on 40 students majoring in Clinical Medicine from two classes and raised two questions: (1) Is there a significant difference between the blended learning approach and the traditional classroom learning approach in terms of students’ attitudes and satisfaction? (2) Is there a significant difference between the blended learning approach and the traditional classroom learning approach in terms of students’ academic achievement? By analyzing and discussing the resultant statistics, the author drew the conclusion that compared with the traditional teaching approach, participants held more positive attitudes towards the blended learning model. Besides, participants preferred to this new blended learning model, which could better stimulate their interest, foster their autonomous learning and collaborative learning and prompt their confidence. What is more, the quantitative research with the comparisons of language learning achievement between the experimental group and the control group revealed that there was a significant difference in terms of students’ academic achievement between the traditional classroom learning approach and the blended learning approach. Furthermore, students performed better in language learning under the blended learning model than those under the traditional model. The findings of the study indicate that as the brand-new learning approach, the blended learning approach which integrates the advantages of online learning and face-to-face classroom teaching could enhance students’ comprehensive language skills, improve students’ self-confidence in learning English, and cultivate the learners’ ability of self learning. Therefore, study on the application of blended learning for college English learning has an important reference value and practical significance for the reform of College English Education. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2012, Theory and Practice in Language Studies, 2(9), 1961.
  |   English Language  |   Traditional, Blended/hybrid  |   40 Undergraduate
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This Ecampus Research Unit project is a searchable resource of academic studies of education efficacy across modalities. Filter by discipline or journal to find research in your subject area of interest. View overview or read the FAQ.

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