Lan, S. S. (2011, June), Participation, Class Types, and Student Performance in Blended-learning Format  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18649

\bibitem{asee_peer_18649}
  Lan, S. S. (2011, June), \emph{Participation, Class Types, and Student Performance in Blended-learning Format}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18649

Shi Stan Lan.  "Participation, Class Types, and Student Performance in Blended-learning Format".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18649 Internet.  17 Jun, 2024

\bibitem{asee_peer_18649}
  Shi Stan Lan.
  "Participation, Class Types, and Student Performance in Blended-learning Format".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18649 Internet.  17 Jun, 2024

@INPROCEEDINGS{asee_peer_18649
author = "Shi Stan Lan"
title = "Participation, Class Types, and Student Performance in Blended-learning Format"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18649}
number = {10.18260/1-2--18649}
}

TY  - CPAPER
AB  -                 Participation, Class Types, and Student Performance                                in Blended-Learning FormatOver the last century, the trend towards blended-learning as a preferred instructional strategygained increased momentum. After experimenting blended-learning approach in an engineeringtechnology course, Tippe (2006) observed that student learning performance and faculty teachingeffectiveness were both improved; the successful delivery of the blended-learning courseresulted in better student and faculty satisfaction. Research in applied programming andelementary calculus classes also demonstrated that blended-learning optimized the students’controllability over their learning destiny and enhanced students learning persistence(Deperlioglu & Kose, 2010; Naidoo & Naidoo, 2007).The essence of blended-learning is to provide enriched e-learning and virtual classroominteractive activities in addition to an existing traditional face-to-face instructional environment.“Blended-learning systems combine face-to-face instruction with computer-mediatedinstructions” (Graham, 2005). One of the major advantages of blended-learning is to maximizestudent mobility in a vibrant technology and socio-economic setting.In traditional instructional scenario, there were abundant research studies evidencing that theclassroom attendance had a positive impact on academic performance. However, Durden andEllis (1995) found that the actual effect was not linear. Further research needs to be conducted toinvestigate the effect of the levels of e-learning participation on student performance in blendedinstructional format.This research is to address the question whether there are significant differences between thethree levels (low, adequate, and high) of e-learning participation in newly implemented blended-learning classes, in regard to students’ academic performance measured by the end-of-termcomposite scores. The research statistically compared the academic performance of students in astructured-programming class in an engineering technology curriculum and in an Englishcomposition class, both taught in blended-learning format.The study used 3X2 factorial and oneway analyses of variance, t-tests, correlation analysis, andTukey HSD Post Hoc tests to explore whether there were significant differences among differentlevels of e-learning participation, and between students in applied programming and Englishcomposition classes, in blended-learning delivery format, in regard to their end-of-termcomposite scores. The actual sample was collected from an engineering technologyprogramming class and an English composition class, both taught in the newly deployedblended-learning format, in a four-year baccalaureate program. Approximately 137 valid datasets were selected for the research.The research resulted in significant findings between different levels of e-learning participation,in regard to students’ end of term composite scores in blended-learning format. The statisticalresults concluded that for both applied programming and English composition classes, theparticipation in e-learning interactive activities played a critical role in student performance. Thepre-planned tests showed that, for students enrolled in either applied programming or in Englishwriting class, the level of e-learning participation made important impact on achieving bettercomposite grades.The significance of this research is to develop better understanding of the impact of participationin interactive e-learning activities of engineering and engineering technology students on theiracademic performance in blended-learning classes, in preparation for implementing betterblended-learning process to enhance engineering technology education.Keywords：Blended-Learning，Participation，Performance，Engineering TechnologyEducation
AU  - Shi Stan Lan
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Participation, Class Types, and Student Performance in Blended-learning Format
UR  - https://peer.asee.org/18649
DO  - 10.18260/1-2--18649
ER  -