Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment

by Chen, Yi-Ju

Abstract (Summary)
In recent years, Blended Learning becomes more and more popular in business and educational fields. It is regarded as an important research topic in e-Learning because it¡¦s potential to enhance and improve students¡¦ learning effectiveness. Though the concept of blended learning has been existing in traditional learning for several years; with the development of information technology, it drives a new emerging blended learning model. By combining cyber-asynchronous and cyber-asynchronous becomes the new Emerging Blended Learning (EBL) in contrast to the physical-synchronous and cyber-asynchronous that is considered as the Traditional Blended Learning (TBL). Besides, interaction is a vital factor in blended learning and learning effectiveness is an urge question that all researchers want to study in e-Learning. And the classroom climate, which comes from the interaction among all members and the environment in the class, has a vital influence on students learning outcome in traditional learning. According to our survey, the conclusion of the relationship between classroom climate and learning effectiveness in e-Learning is not yet confirmed from the literature. By analyzing these two different blended learning models (EBL and TBL), the aims of our study are to explore if the learning effects of EBL is the same as that of TBL and to investigate the relationship between classroom climate and learning effectiveness in e-Learning. The methods combine questionnaire, interview and LMS system logs for applying data triangulation validation. The procedure are collecting the questionnaire data at midterm and final examinations and then interviewing some students to get their thoughts and finally analyzing the system logs to help explanation of the quantity results. The results show that the learning effect of EBL is the same as that of TBL and the changes of classroom climate and learning effectiveness in EBL are more significant than in TBL. The results also show that the correlation of classroom climate and learning satisfactory is significant. Finally, we provide some suggestions and future research directions for educators and researchers.
Bibliographical Information:

Advisor:Hsiu-Ping Yueh; Jen-Her Wu; Nian-Shing Chen

School:National Sun Yat-Sen University

School Location:China - Taiwan

Source Type:Master's Thesis

Keywords:classroom climate blended learning effectiveness


Date of Publication:07/06/2006

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