Student Engagement in Blended Learning Environments with Lecture-Based and Problem-Based Instructional Approaches

This study investigates how blending of different instructional approaches with technology affects students' engagement. A computer networks course was designed and implemented for the first eight weeks of the semester as a lecture-based blended learning environment and for the second eight weeks of the semester as a problem-based blended learning environment. A single group repeated measures research design was carried out to understand if there are significant differences in measures of student engagement between these two blended learning approaches. Repeated measure ANOVA analysis on the data collected from 89 students revealed that Active Learning and Total Time on Task indicators of student engagement were significantly higher in the problem-based part of the course. Interaction and Level of Academic Challenge components and course satisfaction did not show any significant differences between the two parts. Regression analysis showed that the difference in Active Learning is not due to student individual differences but rather the learning environment provided in the problem-based blended learning.


Students' Perceptions On Effective Dimensions Of Interactive Learning In A Blended Learning Environment
Delialioğlu, Ömer; Yıldırım, Zahide (Institute of Electrical and Electronics Engineers (IEEE), 2007)
This study investigates students' perceptions of the "effective dimensions of interactive learning" in a hybrid course. A case- study design was used, and 25 students enrolled in "Computer Networks and Communication," a course at a public university in Turkey, formed the sample of this study. The study lasted for 14 weeks. At the end of the study, interviews were conducted to gather data on the "effective dimensions of interactive learning". Additionally, computer logs of the students were kept and analyzed...
A question-answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning
Ataş, Amine Hatun; Delialioğlu, Ömer (2018-01-01)
The aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question-answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The participants of the study were 25 of 42 students enrolled in a Computer Hardware course, who were interviewed in five sessions of focus-groups. Data analysis was done ba...
Learner's satisfaction, social presence and attitude in a project based collaborative learning through computer mediated communication: a case study
Örentürk, Burcu; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2003)
This study examines elementary school students̕ project-based learning (PBL) experiences through Computer-Mediated Communication (CMC). The purpose of the study is to explore whether the use of computer-mediated communication tools in a project-based collaborative learning process enhances 5th grade students̕ attitudes toward computer and computer class within an online supported environment, analyze the level of learners̕ satisfaction about the project-based collaborative learning through CMC, and examine ...
Student evaluation of instruction: comparison between in-class and online methods
Çapa Aydın, Yeşim (Informa UK Limited, 2014-12-4)
This study compares student evaluations of instruction that were collected in-class with those gathered through an online survey. The two modes of administration were compared with respect to response rate, psychometric characteristics and mean ratings through different statistical analyses. Findings indicated that in-class evaluations produced a significantly higher response rate than online evaluation. In addition, Rasch analysis showed that mean ratings obtained in in-class evaluation were significantly ...
Secondary-Task Effects on Learning With Multimedia: An Investigation Through Eye-Movement Analysis
Acartürk, Cengiz (2017-01-01)
This study investigates secondary-task interference on eye movements through learning with multimedia. We focus on the relationship between the influence of the secondary task on the eye movements of learners, and the learning outcomes as measured by retention, matching, and transfer. Half of the participants performed a spatial tapping task while studying the instructional materials, whereas the other half studied the materials, without spatial tapping. The results revealed suboptimal learning outcomes und...
Citation Formats
Ö. Delialioğlu, “Student Engagement in Blended Learning Environments with Lecture-Based and Problem-Based Instructional Approaches,” EDUCATIONAL TECHNOLOGY & SOCIETY, pp. 310–322, 2012, Accessed: 00, 2020. [Online]. Available: