Student perceptions and achievement in a university blended learning strategic initiative

By R. Owston, Dennis N. York, S. Murtha. Internet and Higher Education, 2013

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The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “…the adoption by students of the technology that delivers blended learning, typically the Learning Management System (LMS), is variable (Henderson et al., 2017), and there is evidence that it is student achievement levels that influence satisfaction with blended learning (Owston et al., 2013).”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “3 on students’ perceptions and related academic achievement (Deperlioglu and Kose, 2013; LópezPérez, Pérez-López, and Rodríguez-Ariza, 2011; Owston et al., 2013; Suda, Sterling, Guirguis, and Mathur, 2014).”
Four key challenges to the design of blended learning: A systematic literature review (2017, background): “…several researchers have found that increased flexibility and learner control are especially beneficial for high achievers or students that possess self-regulation skills, while low achievers may not yet possess the required skills for independent learning (Owston et al., 2013; Tsai & Shen, 2009).”