The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Blended learning in higher education: Students’ perceptions and their relation to outcomes
Open accessAbstract
New information and communication technologies (ICTs) provide educators and learners with an innovative learning environment to stimulate and enhance the teaching and learning process. In this context, novel educational concepts such as blended learning are being developed. In the present paper, we present the results obtained from a blended learning experience carried out at the University of Granada. A total of 17 groups took part, with 1431 students registered for the 2009-2010 academic year. In this study, we use objective outcomes and the students' perceptions regarding the blended learning activities performed. The study shows that the use of blended learning has a positive effect in reducing dropout rates and in improving exam marks. Moreover, the students' perceptions on blended learning are interrelated, with their final marks depending on the blended learning activities, and on the students' age, background and class attendance rate.
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Cites
The impact of individual differences on e‐learning system satisfaction: A contingency approach
Lu, H., & Chiou, M. (2010) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2009.00937.x · Cited by 150
Motivation and Learner Characteristics Affecting Online Learning and Learning Application
Lim, D. H., & Kim, H. (2003) · Journal of Educational Technology Systems · doi:10.2190/0lw0-ke8x-mdyh-x27f · Cited by 140
Exploiting the web for education: An anonymous asynchronous role simulation
Freeman, M. A., & Capper, J. M. (1999) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1849 · Cited by 92 · cited 1×
“In the present study, the students’ learning outcomes were measured, objectively, by their final marks awarded (FINAL MARK) (Broad et al., 2000; Dowling et al., 2003; Drennan & Rohde, 2002; Farley & Ramsey, 1988; Freeman & Capper,1999).”
Method
Cited by
Student perceptions and achievement in a university blended learning strategic initiative
Owston, R., York, D., & Murtha, S. (2013) · The Internet and Higher Education · doi:10.1016/j.iheduc.2012.12.003 · Cited by 456
Tracking e-learning through published papers: A systematic review
Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.03.007 · Cited by 399
(2013) · Deakin Research Online (Deakin University) · Cited by 313
Johnsen, H. M., Fossum, M., Vivekananda-Schmidt, P., Fruhling, A., & Slettebø, Å. (2016) · International Journal of Medical Informatics · doi:10.1016/j.ijmedinf.2016.06.014 · Cited by 141
Evaluating the effectiveness of blended learning using the ARCS model
Ma, L., & Lee, C. S. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12579 · Cited by 132
Metadata
- Authors
- López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2011-04
- Volume
- 56
- Issue
- 3
- Pages
- 818-826
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W1986218012
- Cited by
- 921
- References
- 3
- FWCI
- 96.79
- Type
- journal article
- Language
- en
- Open access
- green
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- López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education. https://doi.org/10.1016/j.compedu.2010.10.023
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
