Unraveling the Impact of Blended Learning vs. Online Learning on Learners' Performance: Perspective of Self-Determination Theory.

IF 2.5 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Behavioral Sciences Pub Date : 2025-09-16 DOI:10.3390/bs15091263

Qing Yu, Kun Yu, Jiyao Wang

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Abstract

After the COVID-19 pandemic, online and blended learning (BL) have been very popular worldwide. They have become as important as face-to-face (F2F) learning. Previous meta-analyses examined the effects of BL and online learning (OL) compared to F2F learning. However, there is no meta-analytic evidence on the effects of BL vs. OL. Which is more effective: BL or OL? So, this study compares the impact of BL and OL based on 37 empirical articles (2000-2024) via meta-analysis. The results suggest that BL has a positive upper-medium effect on student learning outcomes (SMD = 0.611, p < 0.001), especially on cognitive outcomes (SMD = 0.698, p < 0.001) and affective outcomes (SMD = 0.533, p < 0.001). Moreover, moderator analysis finds that BL's effects are better than OL (1) for a class size of 0~50 students (2) for K-12 and university students (3) within 3 months of intervention (4) on non-STEM subjects (5) with different teachers (6) with 30%~69% proportion of OL (7) using mixed interaction (8) with mixed and group learning (9) on Asian students. Moreover, the results provide valuable suggestions for educators and researchers to improve BL's practices.

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揭示混合学习与在线学习对学习者表现的影响：自我决定理论的视角。

新冠肺炎疫情发生后，在线混合学习在全球范围内非常流行。它们已经变得和面对面（F2F）学习一样重要。先前的荟萃分析比较了在线学习和在线学习（OL）对F2F学习的影响。然而，目前还没有关于BL和OL的meta分析证据。BL和OL哪个更有效？因此，本研究基于2000-2024年的37篇实证文章，通过meta分析比较了BL和OL的影响。结果表明，英语学习对学生的学习结果有正向的中上效应（SMD = 0.611, p < 0.001），尤其是对认知结果（SMD = 0.698, p < 0.001）和情感结果（SMD = 0.533, p < 0.001）。此外，调节分析发现，在3个月内(1)在班级规模为0~50人(2)对K-12和大学生(3)进行干预(4)在非stem科目(5)不同教师(6)30%~69%的OL比例(7)使用混合互动(8)混合和小组学习(9)对亚洲学生进行干预时，BL的效果优于OL(1)。此外，研究结果为教育工作者和研究人员提供了有价值的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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