Abstract
Our modern era has brought about radical changes in the way courses are delivered and various teaching methods are being introduced to answer the purpose of meeting the modern learning challenges. On that account, the conventional way of teaching is giving place to a teaching method which combines conventional instructional strategies with contemporary learning trends. Thereby, a new course type has emerged, the blended course in the context of which online teaching and conventional instruction are efficiently mixed. This paper demonstrates a way to identify factors affecting students’ critical performance in blended courses through a binary logistics regression analysis on students’ engagement data. The binary logistics regression analysis has led to a risk model which identifies and prioritizes these factors in proportion to their contribution to the risk occurrence. The risk model is demonstrated in the context of two specific blended courses sharing the same learning design. Additionally, the outcome of the study has proved that factors related to the e-learning part have critically affected the students’ performance in the respective blended courses.
Highlights
Blended learning (BL), known and as hybrid learning, is a way of teaching that combines traditional face to face classroom methods and on-line educational material.This allows students to have access to teaching material, even after the lesson is finished and provides them with a more personalized learning environment
Thereby, our objective is to identify whether factors related to the e-learning part have contribution to the risk of students’ failure in blended courses
In the spirit of the work referred in the study [27], we developed a framework to identify risk factors of students’ failure in blended courses
Summary
Blended learning (BL), known and as hybrid learning, is a way of teaching that combines traditional face to face classroom methods (with technology mediated) and on-line educational material This allows students to have access to teaching material, even after the lesson is finished and provides them with a more personalized learning environment. Blended learning differs from other on-line methods in the aspect of counting on “face to face” teaching methods as well [1] It provides a shift from traditional teaching to a more interactive one, where teachers act more as guides and supervisors, establishing a more personal relation with their students, than act as the ones who deliver knowledge to a large audience. This is probably happening since teachers shift their role to managers and facilitators and because students’ learning experiences can be expanded [1]
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