The Effect of Blended Learning on Students’ Achievement, Perceived Cognitive Flexibility Levels and Self-Regulated Learning Skills

Blended learning (b-learning) is considered as the dominant instructional model in higher education. Herein, the study focused on the effectiveness of b-learning on a teacher training program in higher education and mainly aimed at revealing the effect of b-learning on students’ achievement, perceived cognitive flexibility levels and self-regulated learning skills and also examining the instructor’s, learners’ and experts’ opinions as curriculum stakeholders on b-learning based program. One of the mixed methods the concurrent triangulation designwas made use of in the study. One sample time series design was implemented for the quantitative phase of the study and statistical hypotheses were tested. In the qualitative phase, how the stakeholders evaluated implementation of the b-learning based program was investigated. The study was conducted in “IT & Ethics” course of Computer Education and Instructional Technology Program at Faculty of Education, Ege University. The participants were 65 senior students who enrolled the course in 2013 spring semester. During curriculum design, needs’ analysis findings led design process and the principles of b-learning and Bloom’s revised taxonomy were taken into account. B-learning was implemented through face to face classroom sessions and on-line learning environment in which experts were present. Besides empirical treatment material as b-learning based curriculum design the data collection tools of the study included the achievement tests, perceived cognitive flexibility and self-regulated learning skills scale, reflective diary, interview guide and weekly evaluation notes of experts. In order to find out the effect of b-learning on achievement, perceived cognitive flexibility levels and self-regulated learning skills, one way ANOVA for repeated measures and paired samples t-test with Bonferroni correction were performed. On the other hand, the qualitative findings attained through content analysis method were classified as implementation, feedback for implementation and proofs for effectiveness of b-learning based program implementation themes. The results revealed that b-learning based program had a positive effect on the students’ achievement, perceived cognitive flexibility levels and self-regulated learning skills. According to the stakeholders’ views, b-learning based program implementation led students to think, inquire and explore the subject matter, share their opinions, discuss and appraise others’ opinions. Also, it was revealed that students gained different perspectives and were able to think deeply and critically. Hence, the stakeholders implied that the students were able to transfer those skills to real-life. This study suggested that b-learning based curriculum development studies which were guided by learning goals, characteristics of learner group, teaching and learning theories, qualified instructor and expert team, technological infrastructure, essential budget and management support to be planned, designed, implemented, evaluated and disseminated in higher education.