Influence of Class Participation and Coursework on Academic Performance in the Context of Blended Learning

Conceptual Framework

Poelmans, Goeman, and Wautelet (2018), as well as Helms (2014), showed that performance in the e-learning is significantly poorer than in the face-to-face; and Christmann (2017) indicates that the students who were enrolled in a traditional face-to-face class outperformed those in the online course. Meanwhile, Bolsen, Evans, and Fleming (2016) found out that the students in blended conditions demonstrated significantly higher levels of knowledge relative to students taking the course in a traditional format. The theoretical framework is based on an extensive review of existing evidence about class participation, coursework, and academic performance through ERIC, Sage, and EBSCO, using the keywords class participation, coursework, and academic performance in the context of blended learning. Figure 1 summarizes the results from the review and proposes a set of relationships among three main constructs: class participation, coursework, and academic performance.

Figure 1.

Conceptual framework