Uma Maheswari

Effect of Blended Learning on Student Achievement
*S.Umamaheswari, Ph.D Research Scholar, Government College of

Arts and Science College,Pappireddipatti,Dharmapuri,Tamilnadu.
** Dr.P.Karthikeyan, Principal, Government College of Arts and

Science College,Pappireddipatti,Dharmapuri,Tamilnadu.
Abstract:
Nowadays, the trend of e-learning is increasing day by day and one of the
tools to implement this concept is through Blended Learning. This paper gives the
overview of the concept of Blended Learning from different perspectives such as the
Holistic Perspective, ie Educational Perspective, the Pragmatic Perspective, the
Corporate Training Perspective and the Chief Learning Officer (CLO) Perspective. It
also describes the various blended learning strategies.
This paper also discloses the methods used in Blended Learning such as the
synchronous instructional method and the asynchronous instructional method, which
will help the readers to select the best instructional method. Besides this, the paper also
reveals the dimensions of the blended learning approach i.e. blending offline and
online learning, self-paced blending and live blending, collaborative learning, and
blending structured and unstructured learning. This paper also describes the areas
where this technique is beneficial, along with the challenges faced by this technique
such as technical Challenges, organizational challenges and instructional design
challenges.
The purpose of this study is to evaluate the effectiveness of Blended Learning on

the performance of Students. To gain in depth indulgent of the observable fact under
inquiry, the data sources were collected from the students, classroom observation and
results of the various studies already done on the effectiveness of Blended Learning on
student achievement. The study recommend that student perspective about the
magnetism of the Blended Learning is significant and encourage the initiation of such
type of internet base learning beside traditional way of learning method.
Key Words: Blended Learning, Student Performance, Student Achievement

Introduction
The teaching and learning environment is embracing a number of innovations and
some of these involve the use of technology through blended learning. This innovative
pedagogical approach has been embraced rapidly though it gives through a process of
Blended Learning. Recently the educational research literature has indicated that blended
approaches to learning might provide an optional environment for enhancing student
engagement and success. The idea of blending different learning experiences has been in
existence since human started thinking about teaching. The on-going infused web based
technologies into the learning and teaching process has highlighted the potential of blended
learning. Collaborative web based applications have created new opportunities for students
to interact with their peers, teachers and content.
Blended Learning is often defined as a combination of face-to-face and online
learning. Most of the recent definitions of blended courses indicate that this approach to
learning offers potential for improving how we deal with content, social interactions,
reflections, higher order thinking, problem solving, collaborative learning and more
authentic assessment in higher education, which could potentially lead to a greater sense of
student engagement. Moskal, Dziuban and Hartman suggest that “blended learning has
become an evolving, responsive and dynamic process that in many aspects is organic,
defying all attempts at universal definition.
Some learners (10 %) had negative attitudes to blended learning while 26% were
concerned that learners would not complete study in blended learning. Learners are
important partners in any learning process and therefore, their background and
characteristics affect their ability to effectively carry on with learning and being in blended
learning., the design tools to be used may impinge on the effectiveness in their learning.
E-Learning environments pave the way for instructional innovations for new
generations and make individuals equipped with technologic devices and soft wares which
provide ubiquitous learning environment. Rich educational that contain mobile devices, web
platforms and instructional soft wares initiate a new period in education using e-learning
environments (Horton, 2002) .Those environments will also help students gain digital
literacy, digital ethic and self-information Computer Technologies (ICT). Instructors can
use the new techniques and methodologies. One of these methodologies is blended leaning
that is defined as a computer mediated instructional strategy that leverages technology and
focuses on the student-teacher relationship to enhance independence, engagement and
achievement.
Blended Learning (B-Learning)

There are lot of definitions and approaches about how to describe blended learning in
the literature. Depending on the learning targets in the blended leaning environments,
student learn through face-to-face in the class and technology based e-learning
environments. The percentage of the in-class and e-learning environment varies. The
definition of Blended learning ,used in the American literature for the first time concerns
both pedagogical approach and learning method using media ,technology and relations
between all of them, bearing in mind what to learn (Gynther ,2005).
According to Harvey and choris (2001) blended learning programme may consist of
one or more programme combinations:
.Combining online and offline learning environments
.Combining collaborative and individual learning environments
.Combining structure and non-structured learning environments
.Combining pedagogical approaches (e.g. constructivism, behaviourism, cognitivism) to
produce an optional learning outcome with or without instructional technology.
Singh and Reed (2001)’s definition of Blended Learning approaches it as a progress
and consider that it should be composed of different environments so that instructors are
able to get optimized learning outcomes and budget.
Blended Learning also known as mixed, sandwich ,hybrid learning ,is a method that
conflate traditional learning environments in which led by teachers and technological based
e-learning environment (Ayala,2009., Young 2002,Valiathan ,2002).
Blended Learning, with its mix of technology and traditional face-to-face interaction
is a great approach .Blended learning combines classroom learning with online learning, in
which students can, in part control the time, pace, place of their learning effects.
Blended Learning was found to have positive effect on learner’s study achievement
than the face-to-face learning environments .In b-learning environment, learners cooperate
effectively .This, pointed out in previous studies on a collaborative learning in an e-learning
environment, means that learners acquire existing knowledge and actually create new
knowledge for given task performance in the process of sharing knowledge with the peers
(Insuk, Junghun, Eunmo, Seongher, 2006). It is likely that blended learning improved
student’s study achievement through cognitive activities.
Conclusion
Blended Learning has beneficial effects for students both in improvements to
academic performance, diversity of learning opportunities and enhancements to the student
experience .Higher education institutions should be encouraged to facilitate the
development of wider range of blended learning resources to support student’s learning,
particularly with the advent of increased, fast and reliable access to internet services for
majority of students.
Furthermore, educators should continue to develop innovative and useful ways for
students to access opportunities using mobile devices, which are rapidly becoming the
predominant means for communication and interaction among learners. It can be declared
that in the view of these statements educational practices designed within blended
environment are beneficial to the students in terms of contentment, learning, attention and
motivation.
References:
Ayala, J. (2009).Blended Learning As A New Approach to Social Work Education. Journal
of Social Work Education, Vol.45, Issue 2.
E.Meltem (2015).The Effectiveness of Blended Learning Environments. Contemporary
Issues in Education Research, vol.8, issue 4.
Gynther, K. (2005) .Blended Learning .Ungepedagoger, Kobenhavn.
Hofmann, J. (2014). Solution to top 10 challenges of blended learning .Top 10 challenges of
blended learning. Available on cedima-europe.org.
Valiathan,P.(2002), Blended Learning Models Learning
Circuits.18.02.2018.
www.learningcircuits.org/2002/aug2002/Valiathan.html

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Effect of Blended Learning on Student Achievement

*S.Umamaheswari, Ph.D Research Scholar, Government College of

** Dr.P.Karthikeyan, Principal, Government College of Arts and

The purpose of this study is to evaluate the effectiveness of Blended Learning on

Key Words: Blended Learning, Student Performance, Student Achievement

Blended Learning (B-Learning)

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