Abstract
The last two decades have witnessed a global revolution in educational information that has led to the development and promotion of e-learning. Blended Learning (BL) is an increasingly growing e-learning model with a background in pedagogical and psychological theory that combines both online and traditional activities. In recent years, it has been an emerging trend and has impacted the growth, revenue, learner retention, and academic accreditation in higher education. With current improvements, extensive research, and successful implementation of blended and fully online learning, little research has been done to report the success of transitioning from face-to-face to blended learning or evaluations of e-learning data regarding learners from developing nations, particularly Afghanistan. This study aims to investigate and analyze the effectiveness of educational types (blended vs. traditional) regarding learners’ academic performance, in-class engagement, and satisfaction from the data in six BL courses and four traditional learning (TL) courses. To measure the success, this study used descriptive statistics. Additionally, Welch’s t-test was used to compare BL with TL courses and assess the differences between success and failure levels for both courses. Likewise, the Pearson correlation coefficient, along with an ordinary least square regression, was used to indicate the relationship between the final score and the BL and TL activities, respectively. The study outcome will be used for reporting and feedback for educational parties to value the quality of teaching and learning, enhance learners’ performances, and for the institutionalization of BL in the country.
Highlights
In the current century, most of the educational environments transitioned their teaching and learning from the traditional way to modern (e-learning) systems
According to the Pearson coefficient of the correlation analysis shown in Fig. 1, there was a positive relationship between the final score and the online activities for all the Blended Learning (BL) courses (r = 0.83, p < 0.012), while the correlation between the final score for all the traditional learning (TL) courses was moderately positive (r = 0.62, p < 0.01) (Fig. 2)
The relationship between the GPA earned for the semester and the final score of the student was evident in both BL and TL courses
Summary
Most of the educational environments transitioned their teaching and learning from the traditional way to modern (e-learning) systems. The conventional method of teaching and learning has a predefined structure for all learners, which does not support specified directions to meet individual needs and requirements [1]. On the other hand, combining technology with education systems (BL) is a more advanced technique that enables the learners to stay motivated and increases their abilities within an interactive learning environment. BL is a learnercentered approach that combines the benefits of both methods (online and traditional) to help learners acquire the necessary skills for their careers and keeps them up-todate with feedback and instruction
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