Research Study

Blended Learning Effectiveness: the

relationship between student characteristics,
design features and outcomes
Authors
Mugenyi Justice Kintu, Chang Zhu & Edmond Kagambe

Date Published: February 6 2017

Introduction

•The teaching ang learning environment is embracing a

number of innovations of new methods and some of these
involve the use of technology through blended learning.
Blended learning(combination of Face-to-Face and online
teaching and learning) is part of these innovations but it’s
uptake, especially in the developing world faces challenges
for it to be an effective innovation in teaching and learning.
Problem

•Blended learning effectiveness has a number of underlying

factors; one big challenge is about how users can
successfully use the technology and ensuring participant’s
commitment given the individual learner characteristics and
encounters with technology. Users getting into difficulties
with technology may result into abandoning the learning
and eventual failure of technological applications.
What is the study
about?

•This research study investigates the relationship between

student characteristics, design features, and outcomes in
blended learning environments, in order to determine the
most effective aspects of blended learning. The study seeks
to assess the influence of the student familiarity with
technology, facilitator style, on student performance in the
blended learning context. Additionally, this study analyses
the implications of these findings for designing successful
blended learning environments and course designs.
Purpose:

•The purpose of this research study is to examine the

effectiveness of blended learning in relation to student
characteristics, design features, and outcomes. The study aims
to determine how different student characteristics and design
features of the blended learning model can affect outcomes
from the learning experience. This research seeks to identify
trends and patterns related to the implementation of blended
learning and its impact on student success.
Who are the respondents?
The respondents from the research study
included students (ranged from 19 to 27
years old), faculty, and administrators
from a variety of educational institutions.
They included some who have adopted
blended learning techniques and some
who have not.
Where was the study conducted?

University of Pretoria in South Africa.

How the study help/solve the
problem/issue?
It helped the educators and policymakers create effective
blended learning programs to meet their students’ needs
and to maximize educational outcomes for students of all
backgrounds. The research also helps in making informed
decisions about implementing blended learning into their
existing curricula or when expanding and adapting
existing blended learning programs. It helped provide
insight and solutions to the complex issue of effective
blended learning.
What are your learnings?

We learned that the learning effectiveness is

greatly impacted by student characteristics such
that prior to readiness for learning. The learner
characteristics/backgrounds really affect its
performance in learning. In terms of self-
regulation, computer knowledge or competence,
social and family support and the student’s
attitude to blended learning. That’s why not all
of us are positive towards the implementation of
blended learning.