A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries

Frontiers in Psychology

Psychology

Wenwen Cao¹ 

[1] null;

关键词: distance education and online learning;    improving classroom teaching;    learning communities;    mobile learning;    pedagogical issues;   

DOI  :  10.3389/fpsyg.2023.1212056

 received in 2023-04-25, accepted in 2023-06-26,  发布年份 2023

来源: Frontiers

【 摘 要 】

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.

【 授权许可】

Unknown   
Copyright © 2023 Cao.