earner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment
Doo Hun Lim
Adult and Higher Education, University of Oklahoma, USA // Tel: +1 405-325-7941 // Fax: +1 405-325-2403 // [email protected]
Michael Lane Morris
University of Tennessee, Department of Management, USA // Tel: +1 865-974-6291 // Fax: +1 865-974-2048 // [email protected]
ABSTRACT: Among the many studies focusing on the effect of learner and instructional variables on learning outcomes, few studies have investigated the effect of these variables and their mediating mechanisms influencing students’ learning within a blended learning environment. This study examined the influence of instructional and learner variables on learning outcomes for a blended instruction course offered for undergraduate students. Data analysis indicated that age, prior experiences with distance learning opportunities, preference in delivery format, and average study time are those learner antecedents differentiating learning outcomes among groups of college students. From a regression analysis, the influence of learner, instructional, and motivational variables on learning outcomes found to be consolidated around one variable in learning application.
Keywords: Blended instruction, Instructional variables, Learner variables, Learning motivation