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

Paul-Erik Lillholm Rosenbaum (University of Bergen, Norway & Sjukehusapoteka Vest, Norway), Øyvind Mikalsen (University of Bergen, Norway) and Otto Grahl-Nielsen (University of Bergen, Norway)
Copyright: © 2013 |Pages: 425
EISBN13: 9781466625969|DOI: 10.4018/978-1-4666-1933-3.ch019
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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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