Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment

By Doo Hun Lim, Michael Lane Morris. J. Educ. Technol. Soc., 2009

404 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0aa8f7fa3887ab6c35e4af4c5cd57275e12b2d20

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Citations in the corpus

Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019, background): “However, it can also be hypothesized that SRL is an important moderator for the success of a flipped classroom, as students with better SRL capabilities can benefit more from a flipped classroom, which would presumably lead to higher learning outcomes (Lim & Morris, 2009).”
The Effect of Blended Learning on Student's Learning Achievement and Science Process Skills in Plant Tissue Culture Course (2019, background): “Learning Achievement is a product of the learning process (Lizzio et al., 2002) achieved by the students after the students follow a particular teaching unit. Sudjana (2006) said that the success of a student in achieving the objective of learning can be seen from his learning scores.”
Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, unknown): “…2006; Garrison & Kanuka, 2004; Graham & Allen, 2009; Halverson, Graham, Spring, Drysdale, & Henrie, 2014; Graham, Woodfield, & Harrison, 2013; Lim & Morris, 2009; Osguthorpe & Graham, 2003; Tselios, Daskalakis, & Papadopoulou, 2011), and it is currently expanding rapidly via the use of…”
Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives (2012, background): “This is referred to a blended learning instruction (Akkoyunlu and Soylu, 2008; Lim and Morris, 2009).”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…as a special teaching or learning model that supplements synchronous face-to-face instruction in the classroom with synchronous or asynchronous online learning supported by Internet technology (Garrison & Kanuka, 2004; Graham, 2012; He, 2004; Lim & Morris, 2009; Ma & Zhang, 2011; So & Brush, 2008).”
THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES (2015, unknown): “Tella (2007) and Lim (2009) also showed that learning motivation was closely correlated to students’ learning achievement.”
THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS (2018, background): “…in these studies, it needs to be included among our control variables because female students express more positive attitude for online learning (Lim & Morris, 2009) and female students in online learning environments are more engaged and can out-perform their fellow male students (Kintu, Zhu,…”
Blended learning in higher education: Students' perceptions and their relation to outcomes (2011, methodology): “…traditional classes with online materials: a) has positive effects on student performance (Boyle, Bradley, Chalk, Jones, & Pickard, 2003; Lim & Morris, 2009; O’Toole & Absalom, 2003); b) enables the promotion of a flexible learning environment that reinforces the student’s autonomy,…”
Facilitating flexible learning by replacing classroom time with an online learning environment : a systematic review of blended learning in higher education (2021, background): “For example, academic achievement and competence in the area of self-regulation are significant predictors of student learning in both traditional and blended learning environments (Lim & Morris, 2009; Shea & Bidjerano, 2010).”