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the study confirmed these hypotheses, with blended courses showing higher success rates than online courses. the added value of the blended learning modality is that it does not come at the expense of the student’s learning experience. the blended learning component ensures students can access the materials at a time of their choosing. this can reduce dropout rates and improve students’ sense of community and academic self-efficacy.
this study revealed that blended courses are more successful in achieving student success than online courses. in addition, the blended learning modality produces a significant increase in course completion. this was particularly true for courses featuring live virtual components. the addition of live virtual components in blended courses improves student participation in course activities.
this study uses the video-based performance testing (vbt) methodology to investigate the learning effects of instruction in beyond-the-textbooks courses. this approach is used to study different types of instruction, which include lectures, problem-based learning, case-based learning, and video-based learning. the application of vbt to different types of instruction is proposed as a novel and cost-effective methodology for performance assessment (gashaw et al. 2014 ; & & gashaw & dehghan-borujeni, 2015 ; & & & & gashaw, dehghan-borujeni, & borujeni & & & & gashaw, 2016 ). this research is based on a research project at the university of central florida, usa. the authors would like to acknowledge the contributions of several investigators and course developers from the center for distributed learning at the university of central florida, the mckay school of education at brigham young university, and scholars at umea university, sweden. these professionals contributed theoretical and practical ideas to this research project and carefully reviewed earlier versions of this manuscript. the authors gratefully acknowledge their support and assistance.
as a result of this investigation, faculty perceptions of online and blended courses (figure 1 ) were highly correlated. a logistic regression analysis was performed to determine if the online modality was associated with faculty ratings of online learning. online learning was significantly positively correlated with higher faculty ratings. online learning was also positively correlated with the use of discussion boards, interactive learning and multimedia exercises. these results indicate that online learning might be associated with higher faculty ratings of online learning, but that the combination of online learning with some other factors might be more highly correlated with faculty perceptions of instruction. students ratings of the instructional effectiveness of their faculty were also significantly correlated with online learning. the data supports the hypothesis that higher faculty ratings of online learning was also associated with higher student ratings of instructional effectiveness.
the evidence on the effectiveness of bl courses comes from a number of disciplines, including math, science, and technology, as well as from other disciplines, such as nursing, education, and business (lopez et al. 2012 ; khan et al. 2009 ; schank 1987 ; tynan et al. 2015 ).
when the effect of modality is examined (f 3, 483 = 2.54, p = 0.049), the results show that the interaction between the course level and the modality was significant (f 3, 483 = 2.049). the course level explained 1.5% of the variation in student achievement, and the interaction was significant (f 3, 483 = 2. examination of table 4 and table 5 shows that the introductory course had the highest percentage of respondents who reported that the course was “fair” or “hard”; the fourth section of the first-year course had the highest percentage of “fair” or “hard” responses.
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