In this study we have investigated learning outcomes as dependent variables to establish if particular learner characteristics/backgrounds and design features are related to the outcomes for blended learning effectiveness and if they predict learning outcomes in blended learning.
Thus, although the net outcome of blended decision-making may approximate that of a professionally led care plan, the processes by which care is determined are arguably very different.
This study examines the effect of blended coursework on student learning outcomes in introductory economics courses.
Studies like that of Morris and Lim (2009) have investigated learner and instructional factors influencing learning outcomes in blended learning.
The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.
Establishing the significant predictors of outcomes in blended learning will help to inform planners of such learning environments in order to put in place necessary groundwork preparations for designing blended learning as an innovative pedagogical approach.
The blended-fee-for service group stood out from both the fee-for-service and blended capitation in terms of outcome indicators, namely by having a lower rate of emergency department visits.
In a quasi-experimental, non-equivalent control group study, learning outcomes for a blended learning course delivery were compared to those for a more traditional, classroom-based format.
First, student outcomes during the blended learning semester were by and large higher than during the traditional learning semester – both exam performance and overall course performance was higher under the blended learning approach relative to the traditional classroom delivery approach.
This article outlines such a hybrid design, including decisional points related to the study team's desire to explore patient-, cliniciand, and system-level outcomes of a blended diabetes and depression coaching intervention.
The current article describes a Veterans Affairss (VA) Health Services Research & Development-funded multiclinic, patient-level randomized controlled trial designed to examine clinical effectiveness and preliminary implementation outcomes of a blended depression and diabetes behavioral health coaching intervention.
