In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an unde...

Blended learning is growing in popularity, but there is conflicting empirical evidence in relation to how it affects students’ exam marks and final grades. This paper compares a blended learning approach to the traditional delivery of an accounting subject to engineering students. Data was collected from two cohorts of students over two semesters and analysed to determine whether the students w...

In this paper, the use of the blended learning pedagogy as a teaching environment is studied. This pedagogy is based on a mixture of collaborative learning, problem-based learning and independent learning. Also, it is realized as a combination of a face-to-face environment and online learning, using a proprietary learning management system. More precisely, the methodological approach implemente...

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance the weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combine them to provide enhan...

The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attain...

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that h...

Within the Moroccan context, the Higher Education Institutions have realized the importance of the integration of information technologies into the formal learning curriculum. However, the risks of demotivation remain large in tertiary education, even with the support of these new technologies. It is therefore essential to ensure consistently the maintenance of the learners’ motivation, which m...

Due to the increased popularity of e-learning, the phrase “blended learning” has recaptured people’s attention. The manner in which blended-learning classes can be designed to improve learning effectiveness has become an important issue. This study combines classroom learning (abbreviated as C) with computer-assisted programmed instruction (abbreviated as E) to implement C + E. Based on the pri...

Blended learning is becoming an attractive model in higher education as new innovative information technologies are becoming increasingly available. However, just blending face-to-face learning with information technologies cannot provide effective teaching and efficient solutions for learning. To be successful, blended learning must rely on solid learning theory and pedagogical strategies. In ...