Why is there such a discrepancy in the results of the efficiency of blended learning? A literature review

Details

Supervisors

Galand, Benoît ; Dupont, Serge

Faculty

Faculté de psychologie, logopédie, sexologie et des sciences de la famille

Degree label

Master [120] en sciences psychologiques

Abstract

This paper is a narrative literature review on the research of blended learning. The main purpose is to find the variables that cause the discrepancy in the results of the efficiency of blended learning. All of the studies used in this paper share in common an experimental design with a focus on the students. The definition of face-to-face learning, distance learning, e-learning and blended learning introduce the theme, along with the main learning theories. Subsequently, the data from the studies is encoded and analyzed to classify the results in different categories, namely the definition of blended learning, educational level, group assignment, blends, study design, study duration, number of participants, tests, curricula, benefits and disadvantages and the application of the learning theories. The results suggest that the different definitions of blended learning cannot explain the discrepancy, nor can the educational level and the study design. The group assignment revealed that computer literate students benefit more from blended learning. Accordingly, it is important to give the students at least one semester to accustom themselves with blended learning and gain a profit from it. The tests and curricula could not be analyzed. The benefits and disadvantages and the application of the learning theories provide a lot of important information for further research. To conclude, the most important aspect is the blend, which has to be adapted to the curricula and the student. The quality of the blend is crucial to produce positive results in terms of the efficiency of blended learning. In my opinion, blended learning warrants further research to optimize the approach.