This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning and how to optimize the students’ engagement in blended learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that 1) the pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; 2) males and females did not show any significant differences in learning outcomes; 3) affective factors under blended learning were significantly more favorable than those under multimedia learning; 4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research direction, were also explored.
Cite this paper
Chen, W. (2022). How to Optimize the Students’ Engagement in Blended Learning. Open Access Library Journal, 9, e8399. doi: http://dx.doi.org/10.4236/oalib.1108399.
Phipps, R. and Merisotis, J. (1999) What’s the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education. The Institute for Higher Education Policy, Washington DC.
Paisey, C. and Paisey, N.J. (2004) Student Attendance in an Accounting Module—Reasons for Non-Attendance and the Effect on Academic Performance at a Scottish University. Accounting Education, 13, 39-53.
https://doi.org/10.1080/0963928042000310788
Sugahara, S. and Boland, G. (2006) The Effectiveness of PowerPoint Presentations in the Accounting Classroom. Accounting Education: An International Journal, 15, 391-403. https://doi.org/10.1080/09639280601011099
Garrison, D.R. and Kanuka, H. (2004) Blended Learning: Uncovering Its Transformative Potential in Higher Education. The Internet and Higher Education, 7, 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Graham, C.R. (2006) Blended Learning Systems: Definition, Current Trends and Future Directions. In: Bonk, C.J. and Graham, C.R., Eds., Handbook of Blended Learning: Global Perspectives, Local Designs, Pfeiffer, San Francisco, 3-21.
Mitchell, P. and Forer, P. (2010) Blended Learning: The Perceptions of First-Year Geography Students. Journal of Geography in Higher Education, 34, 77-89.
https://doi.org/10.1080/03098260902982484
Collins, M. and Berge, Z. (1996) Facilitating Interaction in Computer Mediated Online Courses. Proceedings of FSU/AECT Distance Education Conference, Talahassee, June 20-23.
Wagner (1994) Blended Learning Model: A Practical Approach for the Professional Development of University Students in Cameroon. Creative Education, 10, 583-599.
https://doi.org/10.4236/ce.2019.103042
Bohle Carbonell, K., Dailey-Hebert, A., Gerken, M. and Grohnert, T. (2013) Supporting Learner Engagement through Problem-Based Learning: Institutional and Instructional Implications. In: Blessinger, P. and Wankel, C., Eds., Increasing Student Engagement and Retention in E-Learning Environments: Web 2.0 and Blended Learning Technologies, Vol. 7, Emerald, Bingley.
Carr-Chellman, A., Dyer, D. and Breman, J. (2000) Burrowing through the Network Wires: Does Distance Detract from Collaborative Authentic Learning? Journal of Distance Education, 15, 39-62.
Dziuban, C.D., Hartman, J.L. and Moskal, P.D. (2004, March 30). Blended Learning. Educause Center for Applied Research: Research Bulletin, No. 7, 1-12.
Sharpe, R., Benfield, G., Roberts, G. and Francis, R. (2006, October) The Undergraduate Experience of Blended E-Learning: A Review of UK Literature and Practice. The Higher Education Academy, Heslington.
Kaur, A. and Ansary, A. (2004) Open Distance Pedagogy: Developing a Learning Mix for the Open University Malaysia. In: Bonk, C. and Graham, C., Eds., The Handbook of Blended Learning, Pfeiffer, San Francisco, 311-324.
Bonk, C.J., Olson, T.M., Wisher, R.A. and Orvis, K.L. (2002) Learning from Focus Groups: An Examination of Blended Learning. Journal of Distance Education, 17, 97-118.
Graham, M., Scarborough, H. and Goodwin, C. (1999) Implementing Computer Mediated Communication in an Undergraduate Course—A Practical Experience. Journal of Asynchronous Learning Networks, 3, 32-45.
https://doi.org/10.24059/olj.v3i1.1924
Kember, D., McNaught, C. and Fanny, C.Y. (2010) Understanding the Ways in Which Design Features of Educational Websites Impact upon Student Learning Outcomes in Blended Learning Environments. Computers & Education, 55, 1183-1192.
https://doi.org/10.1016/j.compedu.2010.05.015
Huon, G., Spehar, B., Adam, P. and Rifkin, W. (2007) Resource Use and Academic Performance among First Year Psychology Students. Higher Education, 53, 1-27.
https://doi.org/10.1007/s10734-005-1727-6
Paechter, M., Maier, B. and Macher, D. (2010) Students’ Expectations of and Experiences in E-Learning: Their Relation to Learning Achievements and Course Satisfaction. Computers & Education, 54, 222-229.
https://doi.org/10.1016/j.compedu.2009.08.005
Goodyear, P., Jones, C., Asensio, M., Hodgson, V. and Steeples, C. (2005) Networked Learning in Higher Education: Students’ Expectations and Experiences. Higher Education, 50, 473-508. https://doi.org/10.1007/s10734-004-6364-y
Braak, J. (2004) Domains and Determinants of University Students’ Self-Perceived Computer Competence. Computers & Education, 43, 299-312.
https://doi.org/10.1016/j.compedu.2003.09.006
Chou, Ch., Wu, H. Ch. and Chen, Ch. H. (2011) Re-Visiting College Students’ Attitudes toward the Internet-Based on a 6-T Model: Gender and Grade Level Difference. Computers & Education, 56, 939-947.
https://doi.org/10.1016/j.compedu.2010.11.004
Ong, Ch.S. and Lai, J.Y. (2006) Gender Differences in Perceptions and Relationships among Dominants of E-Learning Acceptance. Computers in Human Behavior, 22, 816-829. https://doi.org/10.1016/j.chb.2004.03.006
Papastergiou, M. and Solomonidou, C. (2005) Gender Issues in Internet Access and Favourite Internet Activities among Greek High School Pupils Inside and Outside School. Computers & Education, 44, 377-393.
https://doi.org/10.1016/j.compedu.2004.04.002
Sánchez-Franco, M.J. (2006) Exploring the Influence of Gender on the Web Usage via Partial Least Squares. Behaviour & Information Technology, 25, 19-36.
https://doi.org/10.1080/01449290500124536
Schumacher, P. and Morahan-Martin, J. (2001) Gender, Internet and Computer Attitudes and Experiences. Computers in Human Behavior, 17, 95-110.
https://doi.org/10.1016/S0747-5632(00)00032-7
Terzis, V. and Economides, A.A. (2011) Computer Based Assessment: Gender Differences in Perceptions and Acceptance. Computers in Human Behavior, 27, 2108-2122. https://doi.org/10.1016/j.chb.2011.06.005
Thompson and Lim (1996) Professional Development That Increases Technology Integration by K-12 Teachers: Influence of the TICKIT Program. Paper Presented at the Annual Meeting of the American Educational Research Association, San Diego, 8-12 April 1995.
Teo, T.S.H. and Lim, V.K.G. (1996) Factors Influencing Personal Computer Usage: The Gender Gap. Women in Management Review, 11, 18-26.
https://doi.org/10.1108/09649429610148746
López-Pérez, M.V., Pérez-López, M.C. and Rodríguez-Ariza, L. (2011) Blended Learning in Higher Education: Students’ Perceptions and Their Relation to Outcomes. Computers & Education, 56, 818-826.
https://doi.org/10.1016/j.compedu.2010.10.023
