Blended Learning: A Literature ReviewRobinder KahlonUniversity of Ontario Institute of TechnologyRunning head: BLENDED LEARNING: A LITERATURE REVIEW 1

BLENDED LEARNING: A LITERATURE REVIEW 4

Blended Learning: A Literature ReviewIn an analysis of the research conducted on blended learning as a mode of instruction, several themes emerge: the improvement of student performance as measured by test scores and retention rates, the impact of collaborative learning activities when incorporated into blended learning programs, and the increase in learner satisfaction through employment of blended learning.Blended learning has been shown to improve student learning outcomes. Hwang (2009) shows that adding electronic elements to a course, such as Blackboard and an electronic discussion board forum, enhances test scores. Conversely, an increase in face-to-face behaviours, with professors in and out of class, or with fellow students, did not have any significant impact on test results. Hoic-Bozic (2009) also reports that use of the blended learning model results in an increase in academic achievement as measured by two methods: increased test scores and decreased dropout rates. Student retention has been seen as a major obstacle in online courses, and the blended learning model seems to address this issue. However, Kember (2010) probes deeper into the improved outcomes of blended learning use, proposing that simply using the electronic format to present information is not enough to positively impact student learning performance, that course design must include features that engage students in learning activities or in discussions of content to have the increase performance. In Kembers study, using a learning management system merely for the purposes of information storage has no impact on student performance, while use of features which promote dialogue between students and engage students interactively has a positive impact on student performance.Several studies indicate that blended learning is most effective when collaborative activities are integrated within a course of study. Collaborate activities create a supportive social environment for students, increase performance, and engage higher-order thinking skills. So (2007) determines a positive relationship between the collaborative learning activities and a supportive social environment. Participants described a feeling of connected and closeness with classmates that increased their motivation to engage in academic activities. So suggests that structuring a blended learning course with collaborative activities can compensate for the perceived lack of intimacy of online education. Hoic-Bozics 2009 study showed positive results from collaborate activities; the LMS employed in the study was unique in that it contained a group creation algorithm, matching up group members based on their degree of active participation in the online discussion forum, creating mixed groups. Akyol (2011) found that not only does collaborative constructivism increase learning outcomes, but specifically increase higher-order learning outcomes. However, Hwang (2009) demonstrates that competition, rather than collaboration, can be a motivating factor in electronic participation, thereby leading to higher test scores. Hwang is aware of a discrepancy in the results of this study compared to many studies proving the efficacy of the collaborative approach, and suggests that competition may be more suited to undergraduate students, while collaborate activities may be more suited to graduate students, who possess greater maturity and more work experience. The final major theme to emerge from a survey of literature regarding blended learning is the degree of satisfaction reported by students. Student satisfaction within the blended learning environment can be attributed to factors influenced by the instructor, such as attitude and course design, and factors influenced by the student, such as attitude and competence. If an instructor designs a blended learning course with effective student-to-student and student-to-teacher connectivity interaction, learner satisfaction is seen to increase (Wu, 2010). More specifically, So (2007) determined a positive correlation between the presence of collaborative learning within a course and learner satisfaction. For learners pursuing a professional degree, collaborative activities authentically simulate the future work environment for which they are preparing; therefore a course with many collaborate activities meets these learners expectations, resulting in high learner satisfaction. Not only can the instructor influence satisfaction through course design, but also the instructors performance expectations were found to be the single greatest contributing factor to learner satisfaction (Wu, 2010). Learner characteristics and attitudes can also determine satisfaction. For example, in Sos study, the learners worked full-time and had family responsibilities, and therefore appreciated the flexibility of the blended learning model. Furthermore, students possessing computer competence are more likely to report satisfaction with blended learning courses, as are students with online course experience (Wu, 2010). In conclusion, there several prevalent, linked themes in literature regarding blended learning: that use of blended learning increase student learning performance relative to traditional face-to-face learning, the blended learning yields the most benefit when collaborative activities are integrated into course design, and that blended learning increases learner satisfaction.

ReferencesAkyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250.Hoic-Bozic, N., Mornar, V. & Boticki, I. (2009). A Blended Learning Approach to Course Design and Implementation. IEEE Transactions On Education, 52(1), 19-30.Hwang, A., & Arbaugh, J. B. (2009). Seeking feedback in blended learning: competitive versus cooperative student attitudes and their links to learning outcome. Journal of Computer Assisted Learning, 25 280-293.Kember, D., McNaught, C, Chong, F. C. Y., Lam, P. & Cheng, K. F. (2010). Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments. Computers & Education, 55, 1183-1192.So, H., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.Wu, J., Tennyson R. D. & Hsia, T. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55, 155-164.