Nunez

Title:
Effectiveness of an Online Classroom for Flexible Learning

Research Design:
Qualitative Research (Descriptive)

Population or Sample:
5 Students

Research Site:
La Consolacion University Philippines in the City of Malolos, Bulacan

Significant Findings:
This section of the research shows the results that the study found in relation to
both research questions and existing knowledge following the sequence of the
research objectives: (1) to determine the applicability of Eliademy, a web-based
classroom, as an alternative learning tool during the time of calamities by
presenting students’ perceptions regarding its advantages and disadvantages;
(2) to identify the different step-by-step process in creating an online internet
classroom using Eliademy as a platform for teaching and learning interactions;
and, (3) to present other potential alternative delivery modes in sustaining
instructions during calamities.

Reference:

Francisco, C. D. C., & Barcelona, M. C. (2020, July 31). Effectiveness of an

online classroom for flexible learning. International Journal of Academic
Multidisciplinary Research Vol. 4, Issue 8, August – 2020, Pages: 100-107.
Retrieved August 29, 2022, from https://eric.ed.gov/?id=ED607990
Title:
Blended learning effectiveness: the relationship between student
characteristics, design features and outcomes

Research Design:
Quantitative Research (Experimental)

Population or Sample:
The study population comprised of 139 male students representing 58.4% and
99 females representing 41.6% with an average age of 24 years.

Research Site:
Ugandan University

Significant Findings:
Among the design features, technology quality, online tools and face-to-face
support are predictors of learner satisfaction while learner characteristics of self-
regulation and attitudes to blended learning are predictors of satisfaction.
Technology quality and interactions are the only design features predicting
learner knowledge construction, while social support, among the learner
backgrounds, is a predictor of knowledge construction. Self-regulation as a
learner characteristic is a predictor of knowledge construction. Self-regulation is
the only learner characteristic predicting intrinsic motivation in blended learning
while technology quality, online tools and interactions are the design features
predicting intrinsic motivation. However, all the independent variables are not
significant predictors of learning performance in blended learning.

Reference:
Kintu, M.J., Zhu, C. & Kagambe, E. Blended learning effectiveness: the
relationship between student characteristics, design features and outcomes. Int J
Educ Technol High Educ 14, 7 (2017). https://doi.org/10.1186/s41239-017-0043-4