The Analysis of Learning Records and Learning Effect in Blended e-Learning

Abstract

Some teachers adopt a blended learning model that combines traditional classroom teaching and an e-learning system. In this model, a teacher may teach the first few sessions in a classroom. After the students have established a general idea of the course, they can then proceed to on-line learning and interaction. This study aimed to discover the relationship between learning records and the learning effect in a blended e-learning environment through multiple regression analysis. The learning records considered included the grades for online assignments, reading time, the total number of login times, and the total number of online discussions. The learning effect was defined as the total grade for two monthly exams and one final exam. To collect learning record data, an e-learning system was designed that integrates the data collection functionality of learning activities with a teaching material managing module so that the learning records of all the learners are recorded automatically. With this system, an experiment was conducted on a program design course in a local high school. The results differed from those obtained in a ‘pure ’ e-learning setting, and the online homework performance was the only item that significantly accounted for the learning effect, which is a natural result of learning procedural knowledge