Active learning increases student performance in science, engineering, and mathematics
Undergraduate students in classes with traditional stand-and-deliver lectures are 1.5 times more likely to fail than students in classes that use more stimulating, so-called active learning methods.
PNAS June 10, 2014
Optimal Video Length for Student Engagement
The optimal video length is 6 minutes or shorter — students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen.
Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning
The results show that learners’ engagement with the content, exercises and mentoring of a blended learning environment, final academic performance could be predicted when only one-third of the course had elapsed. Furthermore, the blended data set combining online and traditional critical factors (including face-to-face mentoring after class) resulted in the best learner performance.
Journal of Educational Technology & Society, Vol. 21, No. 2 (April 2018), pp. 220-232
Higher academic performance in an Asian University : replacing traditional lecturing with blended learning
The mean of academic performance achieved in blended learning is higher than that in traditional lecturing; furthermore, traditional lecturing can be eliminated from higher education without diminishing the learning. Attendance is increased significantly, and appears to be a very effective deep learning approach.
Nanyang Technological University Library, Singapore.
Integrating educational knowledge: reactivation of prior knowledge during educational learning enhances memory integration
Reactivation of prior knowledge during new learning and congruency of prior knowledge with new learning are beneficial to memory formation.
npj Science of Learningvolume 3, Article number: 11 (2018)
Blended Learning for Programming Courses: A Case Study of Outcome Based Teaching & Learning
Blended learning provides great flexibility to both teaching and learning of computer programming. Students' academic results greatly improved with the introduction of a blended learning model to a programming course.
Workshop on Blended Learning 2007
The learning benefits of teaching: A retrieval practice hypothesis
Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. The learning‐by‐teaching benefit is possibly a retrieval benefit.
Applied Cognitive Psychology Volume 32, Issue 3, May/June 2018, Pages 401-410
Linkages between course status, perceived course value, and students’ preference for traditional versus non-traditional learning environments
Overall, students preferred traditional classes across all course statuses and justified their choices by citing them as engaging and interactive. Across all students, perceptions of the usefulness and importance of each course status did not significantly influence their selection of a specific learning environment. Collectively, these findings have ramifications for understanding factors that impact students’ responses to online learning environments.
Computers & Education, Volume 125, October 2018, Pages 175-181
The Effects of Overlearning and Distributed Practise on the Retention of Mathematics Knowledge
Long-term retention of mathematics knowledge was boosted by distributed practise and unaffected by overlearning.
Applied Cognitive Psychology Vol 20: 1209–1224 (2006)
Using Videos in Blended Learning: Pitfalls and Success Factors
Training outcomes are improved and learners feel more empowered if they have full control over their video, including the ability to pause, replay and skip through content. Pitfalls of using video in blended learning include technical challenges, extra time required (to create recorded videos and host live interactive sessions), camera shyness and risks to learner privacy. To improve effectiveness, videos should have the capacity for evaluation and timely adjustment to accommodate learner feedback and update content.
Innovations in Open and Flexible Education, pp 185-202
Videos Not the Magic Bullet for Online Teaching
Although many guidelines recommend relying heavily on instructional videos for online courses, this analysis indicates many students tend to shun videos in favor of traditional text instructions. But not all students avoid videos, so the conclusion is that the key to successful learning outcomes is to provide both platforms for the students.
Teaching Journalism & Mass Communication
Experiences in Introducing Blended Learning in an Introductory Programming Course
Though programming exercises can be efficiently tested against expected output, the assessment systems often only deliver feedback regarding the correctness and sometimes additionally which test cases fail. But so far, these systems are not able to identify the reason for the error. Therefore, there should also be human tutors available with which students can discuss their solution and which can help them in identifying their misconceptions.
ECSEE'18 Proceedings of the 3rd European Conference of Software Engineering Education