Exploring problem-solving patterns and their impact on learning achievement in a blended learning environment
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Previous studies mostly demonstrate positive effects of blended learning on performance, attitude, and learning achievement.
“This conclusion is supported by the results of previous studies which mostly demonstrate the positive effects of blended learning on these outcomes (Yen and Lee, 2011; Chang et al., 2014).”
From A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries (2023) · cites this paper as Yen and Lee, 2011
Cites
Engaging online learners: The impact of Web-based learning technology on college student engagement
Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2010) · Computers & Education · doi:10.1016/j.compedu.2009.11.008 · Cited by 785 · see citing works
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Students’ perception of Kahoot!’s influence on teaching and learning
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-018-0078-8 · Cited by 521 · see citing works
Cao, W. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1212056 · Cited by 94 · see citing works
“The interaction was considered an important factor influencing blended learning effectiveness among Chinese freshmen (Yen and Lee, 2011).”
BackgroundResultWalsh, J. N., & Rísquez, A. (2020) · The International Journal of Management Education · doi:10.1016/j.ijme.2020.100381 · Cited by 39 · see citing works
- Authors
- Yen, J.-C., & Lee, C.-Y.
- Affiliations
- Takming University of Science and Technology (TW)
- Chung Yuan Christian University (TW)
- Corresponding author
- Lee, Chun-Yi
- ORCID
- Lee, Chun-Yi
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2011-01
- Volume
- 56
- Issue
- 1
- Pages
- 138-145
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2079931723
- Cited by
- 167
- References
- 1
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 8 · 2023: 14 · 2022: 15 · 2021: 20 · 2020: 16 · 2019: 7 · 2018: 17 · 2017: 8 · 2016: 19 · 2015: 8 · 2014: 7 · 2013: 10 · 2012: 8
- FWCI
- 31.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Funders
- National Science Council
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Keywords
- blended learning, problem-solving patterns, academic performance, mobile learning, web-based learning, learner typology, learning monitoring, task-based learning
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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