Switching to Blended Learning: The Impact on Students' Academic Performance

Li, Zhigang
Tsai, Ming-Hsiu
Tao, Jinyuan David
Lorentz, Chris
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As more and more undergraduate nursing programs (UNP) adopt the blended learning model, which combines traditional face-to-face learning and e-learning, how it impacts on students’ academic performance comes into educators’ mind. The purpose of this study was to investigate whether the blended learning model adopted by a UNP could yield the same, if not better academic achievement as compared with the traditional classroom learning. Students enrolled in two undergraduate nursing courses in fall 2008 and spring 2009 semesters were taken as a convenient sample. Students’ academic achievements were compared before and after the two undergraduate nursing courses adopted blended learning. Faculty members who taught those courses before and after the adoption were interviewed for insights on students’ complains and their corresponding solutions. The statistic results showed that there was no significant difference in terms of academic performance before and after the courses adopted blended learning. Interviews from the faculty members suggested that there was some initial resistance from the students on taking the online content outside of class. Pop quizzes at the beginning of each face-to-face class helped motivate students to complete the online portion at home prior coming to the class.
Li, Z., Tsai, M. H., Tao, J., & Lorentz, C. (2014). Switching to blended learning: The impact on students' academic performance. Journal of Nursing Education and Practice, 4(3), 245-251. https://doi.org/10.5430/jnep.v4n3p245