Blended Versus Traditional Course Delivery: Comparing Students’ Motivation, Learning Outcomes, and Preferences

In the early 21st century, the integration of synchronous or asynchronous learning technologies provided instructors with innovative ways to deliver learning content and activities. Thus, online learning or distance learning has emerged as a significant and viable method of course delivery in higher education. Research has found that online learning systems can provide personalized and adaptive instruction that can be creatively customized to suit individual capabilities and learning styles (Al-Khanjari, 2014; Downes, 2005) and also engage students (Cho & Cho, 2014; Sydnor, Sass, Adeola, & Snuggs, 2014) in active learning with interactive materials and resources. However, some strengths of face-to-face learning from the social constructivist perspective (e.g., level of human connection, social interaction, and comment spontaneity) are often deficient or even unavailable in online learning environments (Bonk & Graham, 2006; Woo & Reeves, 2007). Consequently, it is important for educators to take such deficiencies into account when considering the most effective and appropriate methods of delivering instruction.

Blended learning (BL) is one of the various methods being adopted to deliver meaningful learning experiences (Lim & Morris, 2009) and is found to be effective in addressing diverse learning styles (Bielawski & Metcalf, 2003). Saeed, Yang, and Sinnappan (2009) noted that “today’s learners are flexible in stretching their learning styles and are able to accommodate varying instructional strategies, including the use of emerging web technologies” (p. 106). In other words, instructors can apply various instructional strategies and add innovative uses of technology to generate new opportunities for personalized and creative learning. Students know how to seek support and have abilities to resolve learning difficulties associated with uses of technology. Learning materials and resources delivered via different multimedia formats and a combination of technology-facilitated activities may provide mechanisms to accommodate student learning style more consistently in higher education. In addition, BL can foster social interaction, increase access to knowledge, and increase the amount of teacher presence (Osguthorpe & Graham, 2003). In fact, educators have predicted that BL will become the “new normal” in higher education course delivery (Norberg, Dziuban, & Moskal, 2011). According to Heinze and Proctor (2004), blended learning is defined as “learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course” (p. 12). The blended course design involves thoughtful integration of various course delivery methods, learning principles, and instructional technologies that can provide learners with a flexible, autonomic, and situated learning environment. Driscoll (2002) identified four approaches that clearly explain the concepts of blended learning:

1. to combine or mix modes of web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal;

2. to combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology;

3. to combine any form of instructional technology (e.g., videotape, CD-ROM, webbased training, film) with face-to-face instructor-led training; and

4. to mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working (p. 1).

In the first decade of blended learning research, researchers have been exploring and experimenting with BL in the instructional and practical aspects, across discipline and context, and at a single-course and institutionalwide levels. Halverson, Graham, Spring, and Drysdale (2012) conducted a thematic analysis to search for the center of this emerging area of BL studies and concluded that BL research covers the topics in instructional design, disposition, exploration, learner outcomes, comparison, technology, and interaction. Aspden and Helm (2004) explored student engagement and interaction in the context of a blended environment and reported that a blended approach facilitates connections and engagement between students and the other aspects of their learning experience. The findings in Riffel and Sibley’s (2005) study revealed that the blended course format was better or equivalent to the traditional course and students showed more evidence of learning gains. Current research has centered on comparing student achievement between blended and traditional learning environment. Melton, Graf, and Chopak-Foss (2009) compared student achievement in sections of the traditional health course (n = 153) and the blended health course (n = 98) during fall 2007. The results revealed that final course grade was significantly higher (p = 0.048) for blended students (M = 79.62) than traditional students (M = 76.38). They concluded that students in a blended course are more responsible for learning content on their own time; thus, in-class time can be applied to scaffold for deeper engagements through active learning and authentic tasks. In addition, a statistically significant difference in students’ achievement was found between blended learning and classroom learning in Al-Qahtani and Higgins’s (2013) study. The authors noted that blended learning environment integrates face-to-face teaching featuring the presence of an instructor and e-learning with flexibility and accessibility on learning process. This course delivery method gives students opportunities to share control of learning and to adapt to different learning context and situations.

While these findings support the positive effect of blended learning, there is a lack of research on students’ level of learning motivation and how students can be motivated in blended learning environments (Rovai & Downey, 2010). According to Clayton, Blumberg, and Auld (2010), motivation is still an important factor in learning despite the developing of innovative ways to deliver instruction. Prior research (Ames & Archer, 1988; Meece, Blumenfeld, & Hoyle, 1988) found that students with a motivational orientation involving beliefs that the task is interesting and important will engage in more metacognitive activity and more effective effort management. Moreover, So and Brush (2008) argued that in blended learning environments, the importance of students’ self-motivation and selfmanagement increases because there is less inclass time and more emphasis on self-regulated learning. Hence, there is a need to better understand the principles of motivation and the extent to which it influences teaching and learning. To investigate students’ motivation to learn in blended and traditional learning environments, Keller’s (1987a, 1987b) ARCS (attention, relevance, confidence and satisfaction) model of motivation was adopted for this study. The ARCS model includes four categories: (1) Attention: gaining and sustaining attention in relation to the instructional content; (2) Relevance: relating to the learning objective and to the use in future learning; (3) Confidence: building confidence in learning and accomplishment with success occasions; 4) Satisfaction: reinforcing learning satisfaction intrinsically and extrinsically. The ARCS model has been recognized as “the only coherent and comprehensive instructional design model accommodating motivation” (Means, Jonassen, & Dwyer, 1997, p. 5). Only a few studies have used the ARCS model in blended learning environment to examine learning motivation (Gabrielle, 2003; Kim & Keller, 2008). In addition, there is a lack of experimental research on the use of the ARCS model in comparing students’ learning motivation among different delivery methods (traditional classroom, e-learning, and blended learning).

This study sought to compare and assess students’ experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. The research questions that guided the investigation are:

• Research Question 1: Is there a statistically significant difference between students who participated in a blended course and those who participated in a traditional course on their level of learning motivation?

• Research Question 2: Is there a statistically significant difference between students who participated in a blended course and those who participated in a traditional course on their level of learning outcomes and skills?

• Research Question 3: Is there a statistically significant difference between students who participated in a blended course and those who participated in a traditional course on their learning achievement?

• Research Question 4: What are students’ perceptions toward blended course delivery method?

Purposive sampling strategies were used to select the participants of this study. Instructors who were teaching one section of an undergraduate class using the face-to-face format while, in the same semester (Spring 2015), teaching another section of the same class in a hybrid/blended format were identified. Two instructors who were teaching undergraduate English literacy courses met the criteria and were willing to invite students to participate in this study. Overall, 26 students from two blended courses completed the survey and there were 13 male (50%) and 13 female (50%) participants. The majority of them (n = 14, 53.8%) reported being under 20 years of age and all participants were enrolled as full time. In terms of online learning experience, 11 participants (42.3%) had previously participated in 1 to 5 fully online courses. In addition, most of the participants (n = 19, 73.1%) had participated in 1 to 5 blended courses.

Among traditional students from the two courses, 18 male (69.2%) and 8 female (30.7%) completed the surveys. The majority of them (n = 16, 57.1%) reported being under 20 years of age and 25 participants were enrolled as full time. In addition, 11 participants (42.3%) had previously participated in 1 to 5 fully online courses and 15 participants (57.7%) had participated in 1 to 5 blended courses.

Course Interest Survey (CIS).Keller and Subhiyah’s (1993) Course Interest Survey was adapted to measure learning motivation and includes 34 Likert-type items ranging from 1 (not true) to 5 (very true). The survey was designed using the ARCS model (attention, relevance, confidence, and satisfaction) as the theoretical foundation (Keller, 1987a, 1987b). Attention and confidence subscales have eight items each, while relevance and satisfaction subscales have nine items each. Example survey items include “The instructor knows how to make us feel enthusiastic about the subject matter of this course,” “Whether or not I succeed in this course is up to me,” and “The content of this course related to my expectations and goals.”

Learning Outcomes and Skills Assessment Scale. The 4-item scale designed by Chen and Jones (2007) was adapted and utilized to assess students’ skills commonly named as desirable for development in university curricula, including writing, analytical, interpersonal, and computer skills. All items are measured on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Example survey items include “My writing skills have improved as a result of this class,” and “My analytical skills have improved as a result of this class.”

Delivery Mode Perceptions Scale. The 9-item scale was developed by the researchers of this study. Its purpose was to investigate students’ perceptions toward the blended course delivery method. Example survey items include “The flexibility of hybrid classes allows me to complete assignments on my own time,” “The quality of hybrid classes is NOT as good as face-to-face classes,” and “I would recommend hybrid classes to my friends.”

Before the finals week, the Course Interest Survey and the Learning Outcomes and Skills Assessment scale were distributed to all students as an online survey format. All participants were allowed a week to complete both surveys. Students who attended a blended course were asked to complete an additional Delivery Mode Perceptions scale. In order to compare student learning achievement, the cumulative average for each class was calculated by the instructor and sent to the researchers.

To answer research Questions 1 to 3, independent t-test analyses were conducted to determine if there was a statistically significant difference in students’ level of learning motivation (Research Question 1), level of learning outcomes and skills (Research Question 2), and learning achievement (Research Question 3) between the blended and traditional courses. Descriptive analysis was conducted to answer Research Question 4.

Table 2 illustrates three independent t tests that were conducted to investigate the mean difference in students’ level of motivation, level of learning outcomes and skills, and learning achievement. Students in the blended course (M = 3.81, SD = .61) reported significantly higher overall learning motivation than students in the traditional course (M = 3.51, SD = .43), t(50) = 2.05, p = .045. Among four categories of the ARCS model of motivation, a significant mean difference was found for the Confidence (p = .002) and Satisfaction (p = .039) categories. Moreover, students in the blended course (M = 3.79, SD = .73) also reported higher levels of learning outcomes than students in the traditional course (M = 3.65, SD = .59), t(50) = .76, p = n.s. with no significant difference. With regard to students’ learning achievement between the blended and traditional courses, the results of t-test analysis revealed that students in the blended course (M = 84.49, SD = 10.19) scored higher on their final grades than students in the traditional course (M = 82.13, SD = 10.50), t(137) = 1.31, p = n.s. with no significant difference.

This study also sought to explore students’ perceptions of the blended course delivery method. The results revealed that students reported high satisfaction regarding their blended learning experience (see Table 3). They found blended classes to be more convenient because they do not have to meet in class as often (M = 3.92, SD = .80), and they would like to take more blended classes (M = 3.92, SD = .89) and would recommend blended classes to their friends (M = 3.92, SD = .89). In addition, the participants also indicated that they had adequate contact with the instructor (M = 3.88, SD = .77) and classmates (M = 3.88, SD = .59).

This study attempted to compare the level of learning motivation, level of learning outcomes and skills, and learning achievement between students who participated in one of two different course delivery methods: blended or traditional. First, this study found significant differences on the Confidence and Satisfaction categories and overall learning motivation between the blended and traditional courses, with blended learners reporting higher levels of learning motivation. The findings confirmed that the learning content/tasks constructed and implemented in the blended learning environment are consistent with ARCS and can enhance student motivation. Blended learning enables the promotion of a flexible learning environment that reinforces the student’s autonomy, reflection, and power of research (Chambers, 1999; Tam, 2000), and there is ample time for reflection on readings and online interactions with classmates during online work time. For instance, using technologies (e.g., blogs, journals, and discussion boards) in a learning management system can increase opportunities for students to receive diverse opinions and feedback from classmates and the instructor. This kind of asynchronous communication and reflection is no longer limited by in-class time constraints and can be ongoing as long as there are new inputs. Ho, Lu, and Thurmaier concluded in a 2006 study that additional modes of communication and participation can lead to an increase in student motivation. Thus, students are the center of their own learning and they develop capabilities for self-directed learning and problem solving. If students have a higher level of independence in the learning process, it can help them to build confidence and satisfaction. In this case, blended learning provides a platform for forming a learning society and for building dimensions of relationships between students and the other aspects of their learning experience. According to Aspden and Helm (2004), an important part of the educational process is to build strong relationships on connection between students and the various elements of their learning experience. With the assistance of technologies, the blended learning environment has potential benefits on promoting extended time communication, learnerinstructor and learner-learner interactions, and timely feedback that can lead to strong cognitive learning. Thus, learning becomes more meaningful and learners have opportunities to synthesize different information together that promotes higher order thinking skills (Sayed, 2013). Interestingly, the results of the present study showed that there was only a slight mean difference on the Attention category between blended course (M = 3.39, SD = .75) and traditional course (M = 3.32, SD = .53). A plausible explanation would be that the same instructor taught both blended and traditional sections and courses content/subjects could be presented in similar ways.

With respect to the second research question, higher levels of learning outcomes and skills were found from the students in the blended learning environment. Blended learners indicated that their writing, analytical, interpersonal, and computer skills had improved as a result of this course. Additionally, although no significant difference was found in final grades, students in the blended course achieved higher performance than students in the traditional course. This result is in line with those reported by Al-Qahtani and Higgins (2013), Melton et al. (2009), and Twigg (2003). Song, Singleton, Hill, and Koh (2004) concluded that the need for social connection and learning motivation affect the success of an online learning experience. A significant relationship also had been found between learning motivation and achievement in blended learning environment in López-Pérez, Pérez-López, and Rodríguez-Ariza’s (2011) and Méndez and González’s (2011) studies. Learners in the 21st century desire the opportunity to learn using digitally rich curriculum and to interact using web-communication and Web 2.0 technologies. Blended learners are required to change learning environments, to interact with various formats of learning content, and to adapt different modes of communication. Therefore, self-regulation, self-motivation, and time management become critical factors for success in BL.

In terms of students’ perceptions of blended courses, they were satisfied with the blended course delivery method because of its flexibility and convenience (Rovai & Jordan, 2004; Voci & Young, 2001). A blended learning environment can help students develop a higher degree of self-regulation and it allows students to make more efficient use of their time by engaging in course content and assignments when they are not attending on-campus classes. Furthermore, the participants in this study were satisfied with adequate contact with the instructor and their classmates. They were also willing to take more blended courses and indicated that they would recommend blended courses to their friends.

This study compared and assessed students’ experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. The results revealed that students in the blended course reported significantly higher overall learning motivation than students in the traditional course. They also reported higher levels of learning outcomes and final grades with no significant difference. In addition, blended learners indicated that they had positive blended learning experience and would like to take more blended classes and would recommend them to their friends. Findings from the present study offer significant new insights on learning motivation in the blended learning environment and extend the implications of ARCS model among different delivery methods.

It is necessary to further investigate design specifications and course implementations between blended and traditional courses. Instructors and instructional designers need to make sure course components (learning objectives, activities, and assessments, etc.) are well structured and meaningfully connected with each other in BL environments. Moreover, out-of-class (virtual) activities should not only be designed to extend student’s learning participations but to foster individualized learning based on their own particular learning needs. In addition, there is need to examine the effectiveness of pedagogical approaches on course design and to investigate its impacts on students’ learning motivation and achievement. Future study is also encouraged to examine students’ progression of learning motivation and learning achievement using pretestposttest designs and to examine the relationship between learning motivation and learning achievement.