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- Vol 7 RE: Chapter 8, App D
blended learningstudent performancemeta-analysiscomputer-mediated instructionface-to-face instructiondisciplinary moderationinstructional alignmentJournal article Evidence summaryAt a glance
Vo, Zhu, and Diep meta-analyse higher-education studies comparing blended learning—combinations of face-to-face and computer-mediated instruction—with conventional classroom teaching. The analysis includes 51 independent effect sizes based on objective course-performance outcomes.
Key ideas
The random-effects mean favours blended learning by a small but statistically significant amount, Hedges’ g approximately 0.385. Discipline moderates the result: the estimated effect is larger in STEM fields, about 0.496, than in non-STEM fields, about 0.210. By contrast, whether end-of-course performance was measured through one-time or multiple-component assessment did not significantly explain differences. The authors caution that “blended” designs vary in pedagogy, technology, balance of modes, and implementation, so the average should not be read as proof that adding an online component automatically improves achievement. Study quality, selection, and contextual variation also constrain causal interpretation.
Why it matters
For course design, the finding supports purposeful integration rather than substitution: online and classroom elements should have complementary functions, remain aligned with learning goals and assessment, and be evaluated in their discipline and learner context. More research should identify which instructional features produce benefits.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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