Evaluating the effectiveness of blended learning using the ARCS model
Bibliographic Data
| ID | 21499576 |
|---|---|
| Authors | Long MA (0000-0001-7674-328X, School of Business Administration Zhejiang Gongshang University Hangzhou China, corresponding author), Chei Sian Lee (0000-0003-0891-6526, Wee Kim Wee School of Communication and Information Nanyang Technological University Singapore) |
| Year | 2021 |
| Volume | 37 |
| Issue | 5 |
| Pages | 1397-1408 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12579 |
| OpenAlex | W3175355589 |
| Language | EN |
| Citations received | 21 |
| References cited | 62 |
While the educational disruption caused by the Covid‐19 pandemic underscores the importance of blended learning in higher education, research on the effectiveness of blended learning is still inconclusive. Drawing from the motivational design model of the ARCS (i.e., attention, relevance, confidence, and satisfaction), this study attempts to fill the gap to evaluate effectiveness of blended learning from a multi‐dimensional perspective. Participants were randomly assigned into three experimental groups (i.e., face‐to‐face, pure online, and blended). A questionnaire survey was administered in each group after the trial courses. The data was analysed by using the one‐way ANOVA with post hoc tests. The results showed that blended learning outperformed pure online learning in enhancing students' attention, confidence, and satisfaction perceptions. Additionally, blended learning had a higher level of satisfaction perception than face‐to‐face learning. Follow‐up interviews were also conducted to provide an in‐depth understanding of how blended learning motivated students during the learning process. Considering that blended learning may become a new normal in higher education after the Covid‐19 pandemic, the findings of the present study provide evidences to support the effectiveness of the blended learning approach in addressing students' motivational needs
Blended Learning · Educational technology · Mathematics education · Multimedia · Online learning · Computer Science · COVID-19 and Mental Health · Online and Blended Learning · Online Learning and Analytics · Psychology
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| Unique citing works | 21 |
|---|---|
| Citations per year | 5.25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 21 |