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The promised land of blended learning: Quizzes as a moderator

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Published copy (DOI)

Author(s)

  • Ingrid A.E. Spanjers
  • Karen D. Könings
  • Jimmie Leppink
  • Daniëlle M.L. Verstegen
  • Nynke de Jong
  • Katarzyna Czabanowska
  • Jeroen J.G. van Merriënboer

Department/unit(s)

Publication details

JournalEducational Research Review
DatePublished - 1 Jun 2015
Volume15
Number of pages16
Pages (from-to)59-74
Original languageEnglish

Abstract

Blended learning, defined as a combination of face-to-face and online learning, is expected to lead to improved education. Besides, practical reasons, like increased access to education and resource management, are mentioned for its implementation. To examine whether the expectation of improved education ismet,meta-analyses were conducted. They revealed that, on average, blended learning is somewhat more effective than more traditional learning. Additionally, students evaluated it as equally attractive, but seemed to perceive it as more demanding. In sum, blended learning is equal, or maybe even better, than more traditional learning. However, the effects on effectiveness, attractiveness and perceived demands differed much between studies. Moderator analyses found that quizzes positively affect the effectiveness and attractiveness of blended learning. Concluding, blended learning has potential to improve education, when thoughtfully designed, for example by the inclusion of frequent quizzes

    Research areas

  • Blended learning, Effectiveness, Hybrid learning, Meta-analysis, Satisfaction

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