Effects of traditional, blended and e-learning on students' achievement in higher education

TLDR: There was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method with a substantial effect size of 1.34 (Hedges’ g) and no significant difference was found between the e-learning and traditional learning groups.

Abstract: The study investigates the effect of e-learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students’ achievement in the different groups, pre- and post-achievement tests were used. The results of the study (N = 148) show that there was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method (n = 55) with a substantial effect size of 1.34 (Hedges’ g). No significant difference was found between the e-learning (n = 43) and traditional learning groups (n = 50) in terms of students’ achievement and with a negligible effect size of 0.02.

Figures

Table 2: Pre- and post-test differences

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Al-Qahtani, A.A.Y. and Higgins, S.E. (2013) 'Eects of traditional, blended and e-learning on students'
achievement in higher education.', Journal of computer assisted learning., 29 (3 ). pp. 220-234.
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Al-Qahtani, A. & Higgins, S.E. (2013) Effects of traditional, blended and e-learning on students' achievement in
higher education Journal of Computer Assisted Learning 29.3, 220-234. http://dx.doi.org/10.1111/j.1365-
2729.2012.00490.x
Effects of traditional, blended and e-learning on students'
achievement in higher education
Awadh A.Y. Al-Qahtani
1
& Steven E. Higgins
2
*
1
Umm Al-Qura University, Saudi Arabia
2
Durham University, UK
Address for correspondence
School of Education, Durham University, Leazes Road, Durham, DH1 1TA, UK
E-mail: s.e.higgins@durham.ac.uk
*Corresponding author

Al-Qahtani, A. & Higgins, S.E. (2013) Effects of traditional, blended and e-learning on students' achievement in
higher education Journal of Computer Assisted Learning 29.3, 220-234. http://dx.doi.org/10.1111/j.1365-
2729.2012.00490.x
Abstract The study investigates the relationship between e-learning, blended
learning and classroom learning with students' achievement. Two
experimental groups together with a control group from Umm Al-Qura
University in Saudi Arabia were identified randomly. To assess
students’ achievement in the different groups, pre- and post-
achievement tests were used. The results of the study (N=148) show
that there was a statistically significant difference between the three
methods in terms of students’ achievement favouring the blended
learning method (n=55) with a substantial effect size of 1.34 (Hedges’
g). No significant difference was found between the e-learning (n=43)
and traditional learning groups (n=50) in terms of students’
achievement and with a negligible effect size of 0.02.
Keywords e-learning, blended learning, traditional learning, asynchronous online
classroom, achievement, Moodle, Higher Education, Islamic Culture
course.
Introduction
The information technology revolution has led to rapid expansion across a wide range
of areas in the modern world. This has made it an essential requirement for schools,
universities and other educational institutions to identify potential benefits from these
changes so as to improve teaching and learning environments as well as cope with an
ever increasing demand for education and training. In this regard, Malalla (2004) and
Sonwalkar (2002) point out that both educational institutions and private companies
have been quick to offer distance education programs, using information and
communications technologies (ICT), as a means to address this demand. Distance
learning has, of course, been in existence for a considerable length of time before the
advent of digital technologies and has always used contemporary communications
technologies since Pitman’s pioneering postal courses to teach shorthand in the 1840s.
In this study it is conceptualised as when teacher and learner are separated in either

Al-Qahtani, A. & Higgins, S.E. (2013) Effects of traditional, blended and e-learning on students' achievement in
higher education Journal of Computer Assisted Learning 29.3, 220-234. http://dx.doi.org/10.1111/j.1365-
2729.2012.00490.x
time or by distance or both (Moller, 1998, p. 115). The benefit of distance education
as indicated by Al-Dabbasi (2002) and Ismail (2003) can be seen from three
perspectives. From the learner’s perspective, it means freedom from some of the
constraints of time, of place and country, and of age with greater access to more
opportunities for continuing education. From a higher education institution’s point of
view, distance learning can remove the geographical and even political limitations on
recruitment and enable courses to be taught at a larger scale or to efficient or
economic cohorts of students. From a state or national perspective, the idea of
distance education should mean increasing the number of students and providing
learning opportunities for those who are distant from educational institutions at
minimum cost, particularly without the need for additional local staff or the need for
new premises or facilities. Meta-analysis suggests that distance education and
classroom instruction have similar attainment outcomes for students (Bernard et al.
2004). As new digital technologies emerge it is important to demonstrate that they are
similarly effective in supporting distance learning. E-learning can be conceptualised
as all forms of electronically supported or mediated learning and teaching (Moore,
Dickson-Deane & Galyen 2011). If it can be shown that e-learning at a distance is as
effective as traditional face-to-face instruction, then there is a persuasive case to
expand distance learning through e-learning technologies. The ICT systems and
digital technologies, whether networked or not, serve as specific media to implement
the learning process (Tavangarian, Leypold, Nölting & Röser, 2004). In this study
distance e-learning refers to learning supported by digital technologies (such as
networked computers or through access to the internet) where the teacher and learner

Al-Qahtani, A. & Higgins, S.E. (2013) Effects of traditional, blended and e-learning on students' achievement in
higher education Journal of Computer Assisted Learning 29.3, 220-234. http://dx.doi.org/10.1111/j.1365-
2729.2012.00490.x
are not present at the same time so it overlaps with the definition of distance learning
given above.
Definitions of E-learning
E-learning has been defined in a range of different ways and definitions of e-learning,
online learning, technology enhanced learning (TEL) and distance learning often
overlap (Moore, Dickson-Deane & Galyen, 2011). For example, Urdan and Weggen
(2000, p 11) focus on content delivery and define e-learning as “the delivery of
content via all electronic media, including the internet, intranets, extranets, satellite
broadcast, audio/ video tape, interactive TV, and CD-ROM”. According to Meyen et
al. (2002) e-learning can be defined as the “acquisition and use of knowledge
distributed and facilitated by electronic means”, a definition which focuses on
knowledge acquisition. Khan (2005, p 3) defines e-learning as “an innovative
approach for delivering well-designed, learner-centered, interactive, and facilitated
learning environment to anyone, anyplace, anytime by utilizing the attributes and
resources of various digital technologies along with other forms of learning materials
suited for open, flexible, and distributed learning environment”. This definition
includes perspectives on pedagogy as well as content and access. In the current study
the e-learning component took the form of an asynchronous online classroom. This
was an online space where students could interact with learning materials and with
each other, but without the physical presence of the instructor. They were not required
to be online at the same time. It was designed using the learning management system
Moodle, following the ADDIE design model (Dick & Carey, 2001) which sought to
take advantage of the pedagogical affordances of the e-learning environment in
designing resources for learning.

Frequently asked questions

Q1. What contributions have the authors mentioned in the paper "Effects of traditional, blended and e-learning on students' achievement in higher education" ?

The study investigates the relationship between e-learning, blended learning and classroom learning with students ' achievement. The results of the study ( N=148 ) show that there was a statistically significant difference between the three methods in terms of students ’ achievement favouring the blended learning method ( n=55 ) with a substantial effect size of 1. 34 ( Hedges ’ g ). 

Q2. What are the main points of the meta-analysis?

Osguthorpe and Graham (2003: 231) emphasize six aims of designing blended learning, which include “pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and ease of revision”; factors all supported by Bernard et al.’s (2009) meta-analysis. 

Q3. What does the term distance education mean?

From a state or national perspective, the idea of distance education should mean increasing the number of students and providing learning opportunities for those who are distant from educational institutions at minimum cost, particularly without the need for additional local staff or the need for new premises or facilities. 

Q4. What was the likely source of bias in the study?

The course was undertaken by all undergraduates and allocation to groups was a timetabling issue, so any systematic bias was likely to be caught by the area of specialism. 

Q5. What is the meaning of distance learning?

Distance learning has, of course, been in existence for a considerable length of time before the advent of digital technologies and has always used contemporary communications technologies since Pitman’s pioneering postal courses to teach shorthand in the 1840s. 

Q6. What is the main argument of Dreder (2005)?

Dreder (2005) and Pallant (2001) argue that finding differences of statistical significance between study groups is not sufficient, and that the extent of the difference, reported as an effect size should be taken into account. 

Q7. how does it add to the evidence suggesting that both e-learning and blended learning approaches offer?

Overall it adds to the evidence suggesting that both e-learning and blended learning approaches offer a positive way forward for the continued expansion of higher education. 

Q8. What is the effect of blended learning on students’ achievement?

The results of this limited small-scale study by contrast suggest that blended learning can support students’ learning more effectively than e-learning or face-to-face teaching alone. 

Q9. What is the value of the online classroom and learning platforms?

The value of the online classroom and learning platforms has been demonstrated with some studies identifying e-learning as more effective compared with face-to-face learning on students’ achievement (Goldberg & Mckhann, 2000; Ernst & Colthorpe, 2007; Salamh, 2005; Al-Far, 2002; Al-Sahrani, 2002; Al-Hogali, 2006; Barakzai, 2003; El-Deghaidy & Nouby, 2008; Al-Zahrani, 2008).