Blended Learning Group Research Articles

Blended learning compared to traditional learning for the acquisition of competencies in oral surgery by dental students: A randomized controlled trial.

To determine whether blended learning results in better educational outcomes compared to traditional learning in the acquisition of oral surgery technical skills for 4th-year undergraduate dental students. Seventy-three students participated in this two-arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig's jaw and to the debriefing. Kirkpatrick's four-level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students' clinical activity (levels 3 and 4). For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (p = .002). For level 2, blended learning resulted in an increase in knowledge score (p < .01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (p = .040) and surgical tooth extraction (p = .043). No difference in level 4 was found for the 6-month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (p = .044). Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult.

Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study

BackgroundBlended learning comprised with flipped classroom (FC) and “internet plus” is a new learning strategy that reverses the position of teacher and students in class, and provides abundant learning resources before and after class. This study aimed to assess the impact of blended learning on learning outcomes in evidence-based medicine course, and compare with traditional learning method.MethodsThe participants of the two groups were from two difference cohorts in Air force medical university in China. The two groups toke the same pre-test before class and then were given the teaching of same chapters of evidence-based medicine with two different learning strategy. In the blended learning group, the participants were required to create a debriefing slide about their learning outcomes and the answers of questions given in advance after study the learning material sent by teacher a week before class, and the teacher gave a detailed summary based on the common problems, and distributed multimedia resources for review. After the experiment was carried out, learning outcomes including mastering knowledge, learning satisfaction, and self-evaluation were compared.Results37 and 39 participants were enrolled to blended learning and traditional learning groups, respectively, and no statistically significant difference were found in baseline information and pre-test grades. Statistically significant differences were found in learning outcomes including post-test score (t = 2.90, p = 0.005), changes of scores between pre-test and post-test (t = 2.49, p = 0.022), learning satisfaction (t = 12.41, p = 0.001), and self-evaluation of the two groups (t = 7.82, p = 0.001). Especially, the changes of scores between pre-test and post-test of blended learning and traditional learning groups were 4.05 (4.26), and 2.00 (2.85), respectively.ConclusionsThis study showed that compared with traditional learning strategy, blended learning can effectively enhanced participants’ acquisition of knowledge, learning satisfaction, and self-evaluation in evidence-based medicine. Using blended learning method including “internet plus” and flipped classroom is recommended in the teaching of evidence-based medicine course.

Blended Learning in Secondary Mathematics: Effects on Student Achievement and Knowledge Retention

This study explores the implementation of blended learning in high school mathematics education in Jordan. The primary objective is to develop a structured framework that integrates traditional classroom methods with digital learning tools to create a more dynamic and effective learning environment. Using a quasi-experimental design, this research evaluates the effectiveness of blended learning strategies in enhancing student understanding, engagement, and retention in mathematics. A sample of high school students from a single institution in Jordan was divided into experimental and control groups, with the former utilizing blended learning techniques and the latter following conventional teaching methods. The results demonstrate significant improvements in the mathematics achievement and retention rates of students in the blended learning group compared to the control group. The study also identifies key components and best practices for successful implementation, offering practical recommendations for educators and policymakers. These findings highlight the potential of blended learning to transform mathematics education by catering to diverse student needs and fostering a more engaging and personalized learning experience.

INVESTIGATING THE IMPACT OF ONLINE VS. BLENDED LEARNING ON VOCABULARY LEARNING: EVIDENCE FROM IRANIAN INTERMEDIATE EFL LEARNERS

This study aimed to examine the effect of online vs. blended learning on improving vocabulary learning among Iranian intermediate EFL learners. The current study followed a quasi-experimental, pretest-posttest control group research design. The researchers selected a sample of 120 EFL intermediate learners from a private English Language Institute in Lahijan, Iran for this purpose. The researchers divided the participants into three groups of 40 students each. The researchers used three instruments: 1) a Solution Placement Test (SPT), 2) a Vocabulary pre-test 3), and Vocabulary post-test. The control group only learned vocabulary through traditional lecture methods and face-to-face teaching. The LMS instructional model and the blended learning instructional model were used to teach vocabulary to the online learning group and the blended learning group, respectively. After 10 weeks, students were tested again using a before and after design. In the L2 vocabulary test, both the online and blended learning groups performed better than the control group, in addition, no significant difference was observed between the online and blended learning groups. That is, both online and blended learning instructions have been effective in the development of EFL learners’ vocabulary learning and have had a statistically significant effect on the vocabulary learning of Iranian intermediate EFL learners. The researchers suggest that EFL students can benefit from learning L2 vocabulary through online and blended learning. The findings have practical implications for teacher education programs to promote prospective teachers’ interest and willingness to implement web-based systems. The findings also have important implications for web-based application developers. They should consider a clear model for blended learning and teachers should have the right to choose a blended learning model that suits their teaching contexts to manage the classroom and provide a more effective learning environment.

The Effects of Course Modality on Student Satisfaction and Academic Outcomes at a Liberal Arts College During the COVID-19 Pandemic

Using student self-reports on a survey and objective records of academic achievement, I examined the effects of course modality on student satisfaction and academic outcomes at a selective liberal arts college in spring 2021. I compared three groups of undergraduates (N = 729) based on their predominant course modality: Online-Class Group, Residential Blended Learning Group, and Residential In-Person-Class Group. After controlling for gender, race/ethnicity, class level, and socioeconomic status, course modality demonstrated significant main effects on all three satisfaction variables and sense of connection a student felt to the institution. The Online-Class Group reported the lowest satisfaction with level of academic challenge, quality of teaching, and overall quality of academic experiences; it also reported the weakest sense of connection. The Residential Blended Learning Group differed from the Residential In-Person-Class Group on one variable: satisfaction with quality of teaching, on which the former reported lower satisfaction. Course modality did not affect a student’s grade point average; although it interacted with gender in its effect on the number of course units a student passed, no subgroup difference by course modality and gender was significant. This study indicates that online classes and blended learning, especially the latter, have potential at liberal arts colleges.

Comparing Face-to-Face, Blended and Online Teaching Approaches for Practical Skill Acquisition: A Randomised Controlled Trial

IntroductionThe efficacy of blended and online teaching methods for practical skill acquisition remains ambiguous, particularly for skills requiring haptic awareness and/or sensory training. This study aims to compare three teaching methods (face-to-face, blended, online) for the acquisition of skills requiring sensory learning and haptic awareness. A secondary aim was to explore student experience of each teaching approach.DesignA post-test only randomised controlled trial.MethodsForty-seven participants chose between learning two skills: manual measurement of blood pressure during exercise (BPM) and/or skin fold measurement using callipers (SKM). Participants were randomised to one of three learning groups: face-to-face (n = 23), blended (n = 22) and online (n = 26). Assessors determined skill competency during an in-person skill demonstration session. A survey captured student experiences.ResultsFor SKM, there was a statistically significant difference in skill competency between the online learning group (17% achieved competency) and both the face-to-face (75% achieved competency; p = 0.011) and blended (89% achieved competency; p = 0.001) learning groups. For BPM, the online group had the lowest percentage of participants achieve overall skill competency. Both knowledge-based and sensory-based sub-competencies were negatively affected by the online learning method. For both skills, students in the face-to-face and blended learning group were significantly more confident in their knowledge and their ability to perform the skill in a clinical setting, compared to the online learning group.ConclusionBoth face-to-face and blended teaching methods were more effective at leading to skill acquisition and were preferred by students when compared to a fully online teaching method.

DISCRIMINANT ANALYSIS IN DETERMINING THE DIFFERENTIATING FACTORS OF BLENDED LEARNING SUCCESS IN EDUCATIONAL INSTITUTIONS

Blended learning has become an increasingly popular approach in the educational field because it combines traditional/conventional learning with digital technology-based learning. However, the success of implementing blended learning in educational institutions can be influenced by various different factors depending on the characteristics of the educational institution. Therefore, this study aims to analyze the differentiating factors that influence the success of blended learning in educational institutions. The discriminant analysis method in this study was used to identify and determine the differentiating factors that distinguished the high success blended learning group from the low success group. Research data was collected from various educational institutions that have implemented blended learning in their curricula. The results of the analysis show that there are several significant differentiating factors between the high and low success groups in applying blended learning. Some of these factors include Implementation Standards and Guidelines, Infrastructure and Technology mastery, Learning Strategy, Human Resources, Learning Content and Learning Environment. This research makes an important contribution to the development of more effective blended learning implementation strategies in educational institutions. By understanding the differentiating factors that influence success, educational institutions can increase their efforts to create a conducive learning environment and improve the quality of student learning outcomes.

Intrinsic motivation between face-to-face and blended learning in surgical clinical education.

The variability and opportunistic nature of surgical clinical education is the main problem for effective teaching and training of medical students. Incorporating online mediums including discussion forums, interactive videos/scenarios, static pages, and quizzes is known as blended learning (BL). This study aimed to compare the intrinsic motivation of surgical students enrolled in blended learning to those enrolled in face-to-face teaching (f2f teaching). A quasi-experimental, cross-over study was conducted in Surgical Unit-I and Surgical Unit-II of Dow University Hospital, Karachi, from March to August 2014. A total of 31 students participated and were exposed to two different teachings. For the first four weeks, Group A was posted in Surgical-I (f2f teaching) and Group B in Surgical-II (BL). Both groups were taught the same contents with the same schedule. The F2F group had clinical exposure to real patients, and small group discussions (SGDs) while The BL group students were exposed to an additional online learning component. Intrinsic Motivation Inventory (IMI) was administered at the end of four weeks and groups were swapped. Exchanged groups were again taught the same contents with the same schedule for another four weeks and IMI was administered. Fifty-eight students completed IMI; 28 in f2f and 30 in BL group. There was a significant difference in all four subscales of IMI between the two groups. In three subscales, students in BL were more motivated as compared to f2f (p<0.01). Students in f2f experienced more perceived tension than in BL (p<0.048). This study concluded that blended surgical learning programs keep medical students more intrinsically motivated to learn. By utilizing online learning, superior educational opportunities for students can be cultivated. It can result in enhanced faculty effectiveness and efficiency as well.

Evaluating the online Resilience Skills Enhancement programme among undergraduate students: A double-blind parallel randomized controlled trial.

Resilience training has beneficial effects on the ability of undergraduate students to withstand adversity and stress. However, there are inconsistencies in the content and delivery approaches for resilience training. Given the increasing shifts towards computer-assisted instruction, there is a need to develop and evaluate innovative approaches for resilience training. This study aimed to examine the efficacy of two versions of the Resilience Skills Enhancement (RISE) programme. A randomized controlled trial was used to evaluate the effects of blended learning (BL) and a self-guided RISE programme on the resilience, social support, and learning outcomes of undergraduate students. One hundred and fourteen students were recruited and randomly allocated to receive either BL or the self-guided RISE programme. The within-group analyses indicated significant improvements in resilience scores for the BL (F=37.74, p<0.001) and self-guided groups (F=10.16, p<0.001) with moderate (d=0.62, 95% CI: 0.25, 1.00) to large effect sizes (d=1.11, 95% CI: 0.71, 1.50) respectively. There were also significant differences across the three time points for social support scores for the BL (F=4.50, p<0.05) and self-guided groups (F=4.59, p<0.05). Students in the BL group had considerable improvements in self-efficacy of learning and performance (F=5.42, p<0.01) and meta-cognitive self-regulation scores (F=5.91, p<0.01). In the between-group analyses, both BL and self-guided RISE were comparable for resilience, social support, and learning scores (p>0.05). The study provided preliminary evidence that both modes, BL and self-guided RISE programme lead to positive effects on the resilience, social support, and learning scores of students.

Effectiveness of blended learning approach in learning chemistry at the tertiary level

The integration of online and face-to-face instruction, known as blended learning, has gained traction in science education, particularly in tertiary settings. This study investigates the efficacy of a blended learning approach on academic achievement among tertiary-level chemistry students. A bespoke blended learning curriculum was devised for two chemistry units, and a randomized two-group experimental design was implemented. Sixty-five students were randomly assigned to either the treatment group, receiving blended learning, or the control group, receiving traditional lecture-based instruction. An independent samples t-test was conducted to compare post-test scores between the groups, controlling for prior knowledge using pretest scores as a covariate. Results indicate that students in the blended learning group attained significantly higher post-test scores (M = 81.53, SD = 10.23) compared to their counterparts in the control group (M = 74.33, SD = 9.04), with a t-value of (63) = 2.85, and p = .006. This study underscores the potential of well-designed blended instruction in enhancing chemistry education at the tertiary level. Further investigations into optimal blend ratios and implementation strategies are recommended for comprehensive insights.

Online education isn’t the best choice: evidence-based medical education in the post-epidemic era—a cross-sectional study

BackgroundThe COVID-19 pandemic led many educational institutions to shift to online courses, making blended education a significant trend in teaching. We examined the effectiveness of blended learning in an evidence-based medicine course.MethodsWe compared the examination scores of a blended learning group, an online only group, and a traditional offline group and conducted a questionnaire survey on students’ preferences for different learning modes and the reasons for their preferences. A total of 2100 undergraduate students in clinical medicine were included in this cross-sectional study. Examination results were collected, and questionnaires were administered to the study participants. We compared the mean scores and exam pass rates of the three teaching groups using ANOVA and c2test for multiple comparisons.ResultsThe blended group’s exam scores and pass rate were significantly higher than those of the offline and online groups. Furthermore, 71.6% preferred the blended teaching mode. In the survey on " learning effectiveness”, the majority of the students believed that blended education could better enhance the initiative of learning, the interest of the course, the pertinence of the learning content, the comprehension of evidence-based medical thinking, and the basic skills of evidence-based practice. Subsequently, in a questionnaire administered to a blended group of students, their foremost reason for liking online instruction was ‘flexible in time and space’ (99%), followed by ‘can be viewed repeatedly, facilitating a better understanding of knowledge points’ (98%). Their foremost reason for liking offline teaching was ‘helps to create a good learning atmosphere’ (97%), followed by ‘teachers can control students’ learning status in real time’ (89%).ConclusionsThis study explored the effectiveness of learning in evidence-based medicine courses by comparing the learning outcomes and personal perceptions of three different teaching modes. This is the first cross-sectional study in which three different teaching models are compared and discussed in an evidence-based medicine course. We also elaborate on the specific instructional protocols for each model. This study shows that using a blended education approach in evidence-based medicine courses can improve students’ learning motivation, autonomy, and satisfaction. It also enhances instructional efficiency, thereby improving students’ understanding of the course content.

Exploring stress levels and physical activity patterns: A comparative analysis of blended and conventional learning methods

Changes in learning methods cause a crucial decrease in physical education needs and time of involvement in physical activity, which can affect individual stress levels. The objective of this study was to find out the comparison of physical activity patterns and stress levels between blended versus conventional learning methods. This study used quasi-experimental with a posttest-only approach with a control group design. The total subjects were 160 sports students from Universitas Jambi, who were divided into two groups (Experiment and Control) with average age of 21.69 ± 1.33 years, weight of 55.74 ± 6.48 kg, height of 170.10 ± 5.51 cm, and BMI of 21.06 ± 2.77 kg/m2. The results showed that the blended learning group had a lower level of physical activity when compared to their respective conventional groups. Furthermore, the stress level in the blended learning group had a moderate stress while the conventional group had a low-stress. Thus, the research findings have answered the question that physical activity can affect an individual’s stress level, and conventional learning methods are still the best method compared to blended learning methods. This finding can be used as a reference, especially for educators, both lecturers and teachers in schools, to be able to take a spiritual approach and invite students to do activities they like, such as exercise and recreation, to trigger a sense of enthusiasm in students to continue to improve their fitness degree. Therefore, this will have an impact on mental health, which can affect student stress levels much lower.

Blended learning versus online education: impact to elementary students’ engagement in physical activity and Body Mass Index

Examining the impacts of blended and online learning settings on children’s fitness and body mass index in a sample of public elementary school pupils in the Philippines is the main objective of this study. A 16-week pre-test and post-test control group in a quasi-experimental approach. The experimental group received blended education, whereas the control group exclusively took classes online. The experimental and control groups consisted of 2 classes from an elementary school in Angeles and Mabalacat City. Anthropometrical characteristics were compared between groups using ANOVA. Pre-test and post-treatment body mass index percentiles and PA levels were compared using a paired t-test. First, there were no significant variance in the individuals’ anthropometrical characteristics between the two groups before intervention. Additionally, the blended learning group outperformed the online learning group on the post-test in terms of physical activity. After intervention, the mean BMI of the blended learning group decreased, but online students showed no improvement. Last but not least, when compared to the online learning group, the BMI percentile of the students in the blended learning group is within the usual range. The benefit of blended learning on the pupils’ physical composition was highlighted. Pupils’ levels of physical activity and body composition have improved as an outcome of the adjustment from traditional to online and blended learning settings. For the benefit of the students, it is advisable to make the most of a blended learning strategy and, if at all possible, return to the full face-to-face method.

Teaching pathology differently: Comparision between three diverse teaching learning methods

BackgroundPathology is a subject which demands deep understanding of the fundamentals. This entails regular reading, discussion, viewing the organs and slides to understand the evolution of the disease. For a sound understanding of the subject a robust clinicopathological correlation is a must. However, quite frequently students resort to rote learning of the concepts which over time leads to losing interest in the subject. In this pandemic induced circumstance, the challenge had suddenly increased. MethodsWe embarked on this project with an aim to compare the effectiveness of the traditional didactic lecture (DL), Online web base learning which is the E learning (EL) and a mix of voice annotated/ audio video presentation followed by interactive large group discussion on the topic , which is a Blended learning (BL) and come to the best possible Teaching-Learning Method (TLM). Results124 second year MBBS students participated in the study, of which 41 participated in the DL group, 42 were in EL group and 41 were in BL group. They were taught a topic on alcoholic liver disease. There was significant improvement in the scholastic performance of the BL group. The BL group perceived this method as more interesting and interactive. ConclusionThe study highlights the advantage of BL over EL and DL as the former provides an all round understanding and transforms the learning experience of the students.

The effect of instructional methods on dental students' performance in a preclinical endodontic course: A comparative ambispective cohort study.

The aim of this ambispective cohort study was to examine the effect of instructional methods on dental students' performance in a preclinical endodontic course. Two cohorts of undergraduate students were included. The pre-pandemic (retrospective) cohort, which had been taught via traditional instruction (live lecture and live demonstration), and the pandemic (prospective) cohort group, which had been taught via a blended learning approach (online/video recorded lecture and video demonstration, combined with practical training in the simulation laboratory). A total of 263 dental students' competencies and written exam results were reviewed, with 137 students from the traditional and 126 from the blended learning groups. Students' performances in the competency practical and written exams for both groups were compared. Additionally, a post-course survey was designed to explore the students' perceptions of blended learning and was sent to the blended learning cohort. There was a statistically significant difference between both groups in students' weekly practical project scores. The average score for females was significantly higher than that of males. However, their practical competency exam scores were comparable. On the other hand, the written exam scores were significantly higher in the blended than in the traditional group, with females demonstrating significantly higher written exam scores compared to males (p<0.001). Blended learning is an effective teaching method for preclinical endodontic courses. It could be more useful than traditional learning methods for the course's theoretical content. Additionally, the students preferred to continue learning using this model.

The Effect of Blended Learning Model and Learning Motivation on Students’ Writing Ability of Public Islamic High School Students in Indonesia

The objective of the study is to investigates students’ writing ability of XII grade students in Public Islamic High School Tanjungpinang by comparing blended learning model and face-to-face learning model. This quasi-experimental study used two groups: the experimental group who were taught using blended learning and control group who were taught using face-to-face learning. The population was XII grade students. A sample of 60 students was divided into 2 groups, with 30 students as the control group and 30 students as the experimental group. The techniques for collecting the data were a test method by giving a written test and non-testing method by distributing a questionnaire. The results of study show that there is significant effect on students' writing ability and the learning model, there is significant effect on students' writing ability and learning motivation, and there is no interaction between learning models, learning motivation and writing ability.

Students’ basic psychological needs in blended teacher learning groups

IntroductionStudent teachers (henceforth: students) in higher education often experience feelings of emotional loneliness that negatively impact upon their well-being and motivation to learn. Consequently, the importance of social learning for students has gained increased prominence, with Teacher Learning Groups (TLGs), that is, social configurations in which students, in-service teachers, and teacher educators, sometimes supplemented by researchers and/or experts, collaboratively learn through social interactions, being introduced in teacher training institutes. Ordinarily, TLGs organized their meetings face-to-face; however, due to COVID-19 measures, they had to rapidly transition to blended meetings, which in turn impacted upon students’ basic psychological needs.MethodsIn the present study, a convergent parallel mixed-methods design was utilized. The variables Social Configurations (Practice integration, Long-term orientation and goals; Shared identity and equal relationships) and Basic Psychological Needs (Competence, Autonomy, Relatedness) were assessed through the use of qualitative interviews and by administering two online quantitative surveys: the “Dimensions of Social Learning Questionnaire” and the “Basic Psychological Need Satisfaction and Frustration Scale”. Seventy students completed the questionnaires, while 14 students were interviewed. The students were recruited from four teacher training institutes.ResultsThe analyses reveal that the more students perceive Shared identity and equal relationships in blended TLGs, the greater the fulfillment of Basic Psychological Needs they experience. Moreover, the more students experience the fulfillment of the need for Competence, the more students perceive TLGs’ Social Configurations.DiscussionBased on the findings, we conclude that, although in-depth learning is more challenging during distance learning, blended TLGs are valuable for students’ Basic Psychological Needs during unpredictable times.

Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi-experimental study.

The study aimed to explore learning achievement and students' satisfaction with a blended learning (BL) electrocardiogram (ECG) education programme in undergraduate nursing education. This was a quasi-experimental post-test design. The study was conducted during semester one of the academic year 2020/2021. Participants were divided into two groups: the BL group and face-to-face (FTF) group. The BL group received the newly designed BL programme. The FTF group received the traditional learning methods. Post-test measures of the study variables such as knowledge, study time and satisfaction were conducted. Chi-square (χ2 ) test was used to evaluate categorical variables. The Mann-Whitney test was used to analyse continuous variables. Participants in BL group had significantly higher scores in ECG interpretation and total score. No significant differences in foundational knowledge between the two groups were found. Study time was significantly longer in the BL group. Regarding satisfaction, significant differences were found in structure rationality and promotion of self-learning.

Effectiveness of Blended Learning with Flipped Classroom Method on the Knowledge Level and Self Efficacy among Nurses During the Basic Life Support Course

Introduction: The blended learning with flipped classrooms combination may propose a more effective and efficient way to share information in the course sessions. However, a scientific-based investigation is required to confirm its effect on knowledge and self-efficacy improvement during the BLS course learning sessions.&#x0D; Methods: This was a quasi-experimental study with a pre-post test design, enrolling nurses who were participating in BLS Courses. Participants were assigned into two groups: a control group with Blended learning (BL) or conventional learning approach (n=30) and an experimental group with Blended Learning with Flipped Classroom (BLFC) (n=30). A knowledge questionnaire from the American Heart Association (AHA) Guidelines and a Self-Efficacy questionnaire of Resuscitation Self-Efficacy Scale (RSES) were employed to gather the study data. Data were then analyzed using the SPSS with the mean, median, Wilcoxon, and Mann-Whitney tests.&#x0D; Results: Wilcoxon test revealed a significant mean difference in knowledge and self-efficacy in the BL group with a p-value of 0.000 and 0.000, respectively. Further, the Mann-Whitney test showed mean differences between groups, with p=0.084 in the knowledge and p=1.000 in the self-efficacy variable.&#x0D; Conclusion: Significant changes in knowledge and self-efficacy before and after the course sessions were observed in the BL and BLFC groups. However, findings yielded insignificant differences in the mean and median between groups.

The effect of web-mediated, blended, and purely online learning on EFL learners' writing achievement in the Iranian context: A comparative study.

In the era of web-based technology, the conventional instructions seem archaic and need to be replaced or improved with more novel technology-enhanced instructions (TEIs) that have been reported to enrich the instructional settings by providing further innovative teaching and learning opportunities. As a result, the present study aimed at not only examining but also comparing the effectiveness of web-mediated, blended, and purely online learning instructions on EFL learners’ writing achievement in the Iranian context. Therefore, 49 homogenous participants were randomly assigned into the web-mediated leaning (WML) group that attended the workshop physically at predetermined times, the enriched virtual blended learning (EVBL) group that not only was provided with online sessions but also received compulsory in-person instructional sessions, and the purely online leaning (POL) group that merely received an online instruction. All learners delivered four argumentative essay writing pre-tests, performed the WebQuest tasks, engaged in pair/group works, completed all the sub-tasks, and finally wrote four essays as post-tests. The results of paired-samples t-tests revealed that EFL learners’ achievement in writing skill as a whole and writing sub-skills improved significantly from pre-tests to post-tests in all the WML, EVBL, and POL groups. The mentioned finding was vindicated considering the peculiar characteristic of EFL learners and the distinctive nature of TEIs. In addition, the results of one-way between-groups ANOVA indicated that WML and EVBL groups outperformed the POL group in the overall writing achievement, which was explained in the light of technology-related dimension, the interaction dimension, and the conventional perspective of education dimension. The presented findings can provide insights for stakeholders to incorporate more TEIs in developing EFL contexts.