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A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries
While this special pandemic period has been seeing an increasing use of blended learning, few studies have meta-analytically reviewed the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2023
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10369798/ https://www.ncbi.nlm.nih.gov/pubmed/37502744 http://dx.doi.org/10.3389/fpsyg.2023.1212056 |
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author | Cao, Wenwen |
author_facet | Cao, Wenwen |
author_sort | Cao, Wenwen |
collection | PubMed |
description | While this special pandemic period has been seeing an increasing use of blended learning, few studies have meta-analytically reviewed the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries in terms of students' performance, students' attitudes toward blended learning, learning achievement, and student engagement in different countries. Through the meta-analysis via Stata/MP 14.0, it is concluded that blended learning can improve performance, attitude, and achievement in most countries. However, in both China and the USA, blended learning cannot significantly improve student engagement in academic activities. No significant differences were revealed in student performance in the USA between blended and non-blended learning. Future research can extend the research into blended learning to more countries and areas across the world. |
format | Online Article Text |
id | pubmed-10369798 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-103697982023-07-27 A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries Cao, Wenwen Front Psychol Psychology While this special pandemic period has been seeing an increasing use of blended learning, few studies have meta-analytically reviewed the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries in terms of students' performance, students' attitudes toward blended learning, learning achievement, and student engagement in different countries. Through the meta-analysis via Stata/MP 14.0, it is concluded that blended learning can improve performance, attitude, and achievement in most countries. However, in both China and the USA, blended learning cannot significantly improve student engagement in academic activities. No significant differences were revealed in student performance in the USA between blended and non-blended learning. Future research can extend the research into blended learning to more countries and areas across the world. Frontiers Media S.A. 2023-07-12 /pmc/articles/PMC10369798/ /pubmed/37502744 http://dx.doi.org/10.3389/fpsyg.2023.1212056 Text en Copyright © 2023 Cao. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Cao, Wenwen A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries |
title | A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries |
title_full | A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries |
title_fullStr | A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries |
title_full_unstemmed | A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries |
title_short | A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries |
title_sort | meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10369798/ https://www.ncbi.nlm.nih.gov/pubmed/37502744 http://dx.doi.org/10.3389/fpsyg.2023.1212056 |
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