Abstract
This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings.
Highlights
Advances in network and communication technologies have shifted the way we deliver instruction to learners in remote locations
The results indicated that learners experienced a significant increase in perceived and actual learning
The results indicated that delivery format groups did not reveal any differences for the dependent variables in course outcomes
Summary
Advances in network and communication technologies have shifted the way we deliver instruction to learners in remote locations. Owing to web enhanced communication systems and newer formats of media, various innovative instructional methods have provided learning solutions meeting the diverse needs of instructors and learners in schools and private organizations. Newer ways to blend traditional instruction with technology mediated instructional methods have emerged in an effort to meet the diverse needs of learner satisfaction and improve their learning levels. Several research studies claimed the positive effect of blended learning for teaching and learning [2]. More colleges and private sector companies are adopting online or blended learning formats for the delivery of their courses and training programs. Identifying how the two delivery formats are different in their effectiveness for learners’ learning and satisfaction has become an important research topic for instructors and instructional designers to better address the teaching and learning issues residing in both delivery formats
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