A Meta-Analysis of Blended Learning Trends

Abstract

With technology being at the forefront in the modern-day classrooms, blended learning is the driving force for new pedagogical approaches. For decades, studies have demonstrated the positive effects of blended learning approaches on the learning outcomes. However, the extent and breadth of blended learning's efficacy in enhancing education would always be an interesting query, given technology is rapidly evolving and diversifying in recent times. Thus, the present study carried out a quantitative meta-analysis to examine the overall effectiveness of blended learning interventions. Characterized by a set of priori emphasizing on technology usage, a systematic search identified 40 meta-analytic compliant samples published from 2015 to 2019, which were selected for analysis. Cohen's d [1][2] was employed, yielding effect sizes (ES), to determine the efficacy of the blended learning interventions on learning outcomes. The ES of each learning outcome was totaled and averaged for each intervention to gauge the overall outcome. This combined ES was then interpreted according to Cohen's [1] Benchmark. Additionally, ES of different interventions were combined into their respective cohorts; Science and Technology, Social Sciences and Language, as well as the category of technological intervention, namely either: (a) Web-Based Applications, (b) Mobile Applications, (c) Standalone Applications or (d) Devices. Results show (a) Web-Based Application were most frequently used, followed by (b) Mobile Applications, (c) Devices, and lastly (d) Standalone Applications. There was a considerable number of large, medium, small effect sizes, as well as negative effect size for these interventions deployed. Overall, these findings represent a comprehensive body of high-quality evidence that blended learning shows great promise in satisfying the learning outcomes, scaffolded by technology.