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Participation, Class Types, and Student Performance in Blended-learning Format

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Assessment Methods and Learning Pedagogy II

Tagged Division

Engineering Technology

Page Count


Page Numbers

22.1141.1 - 22.1141.21



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Paper Authors


Shi Stan Lan DeVry University, Tinley Park

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Dean of Academic Affairs, DeVry University, Tinley Park.
Ph.D., Colorado State University.
M.S.E.E., Northern Illinois University.
M.S.Ed., Northern Illinois University.

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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

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

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