The Learning Effect of Using a Blended Learning Design in K12 Science Teaching

The Learning Effect of Using a Blended Learning Design in K12 Science Teaching

Paul-Erik Lillholm Rosenbaum, Øyvind Mikalsen, Otto Grahl-Nielsen
Copyright: © 2014 |Pages: 18
DOI: 10.4018/978-1-4666-4502-8.ch077
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Abstract

In seven experiments, two learning conditions were assessed: a blended learning design against traditional instruction. 135 K12 science students were assigned to either a blended learning approach or to traditional learning instructions in authentic classroom settings. The students participated in one of two topics in the subject field of chemistry. All participants were randomly assigned within each classroom to one of two conditions: 1) an experimental blended learning group having teacher lecture plus Web-based multimedia; 2) a control group with traditional instructions having teacher lecture plus text and diagram. On subsequent retention and transfer tests, the blended learning group performed significantly better on retention in two of seven comparisons, and there was no significant difference in the rest. The challenge that lies ahead is to identify the characteristics of effective blended learning approaches for this type of learning programme. Recommendations for further research are made.
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Setting The Stage

Blended learning designs provide a particularly interesting focus for research into the evolution of e-learning. According to the Centre for Educational Research and Innovation (CERI, 2005) ICT is seen rather to compliment than replace forms of learning. In order to contribute with further knowledge within blended learning used in realistic educational settings our study is an initiative. Previous research has generally not produced consistent impacts on cognitive learning benefits. The majority of studies investigate student’s attitudes, expectations, satisfaction, and perceived performance by using qualitative approaches. (Edginton, 2010; Köse, 2010; Mitchell & Forer, 2010; Wu, 2010).

In order to produce multimedia content that promotes the learners with understanding certain theoretical criteria for memory and cognition had to be integrated. We have based our analysis of multimedia learning on elements of the Cognitive theory of multimedia learning (Mayer, 2009; Mayer & Moreno, 2002) and the Cognitive load theory that provides a model for how the mind processes multimedia information (Paas, et al., 2003; Sweller, 2005). The Cognitive theory of multimedia learning is based on three ideas (see also Table 1):

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