Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high schoo...

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Autores principales:	Chi-Cheng Chang, Kuen-Ming Shu, Chaoyun Liang, Ju-Shih Tseng, Yu-Sheng Hsu
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	Blended e-learning self-assessment electrical machinery learning performance Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/32e6d76a0dcb44819bfb8d103f78f73a
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spelling	oai:doaj.org-article:32e6d76a0dcb44819bfb8d103f78f73a2021-12-02T17:00:17ZIs blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?10.19173/irrodl.v15i2.17081492-3831https://doaj.org/article/32e6d76a0dcb44819bfb8d103f78f73a2014-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1708https://doaj.org/toc/1492-3831 The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores. Chi-Cheng ChangKuen-Ming ShuChaoyun LiangJu-Shih TsengYu-Sheng HsuAthabasca University PressarticleBlended e-learningself-assessmentelectrical machinerylearning performanceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 2 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Blended e-learning self-assessment electrical machinery learning performance Special aspects of education LC8-6691
spellingShingle	Blended e-learning self-assessment electrical machinery learning performance Special aspects of education LC8-6691 Chi-Cheng Chang Kuen-Ming Shu Chaoyun Liang Ju-Shih Tseng Yu-Sheng Hsu Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
description	The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.
format	article
author	Chi-Cheng Chang Kuen-Ming Shu Chaoyun Liang Ju-Shih Tseng Yu-Sheng Hsu
author_facet	Chi-Cheng Chang Kuen-Ming Shu Chaoyun Liang Ju-Shih Tseng Yu-Sheng Hsu
author_sort	Chi-Cheng Chang
title	Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
title_short	Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
title_full	Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
title_fullStr	Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
title_full_unstemmed	Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
title_sort	is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/32e6d76a0dcb44819bfb8d103f78f73a
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Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

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