混合学习与网上学习对学生学习效果的影响──47 个实验和准实验的元分析

The Effectiveness of Blended Learning and E-Learning on Student Learning Outcomes: A Meta-Analysis of 47 Experimental and Quasi-Experimental Studies

与纯粹的网上学习和传统面对面学习相比，混合学习是否更有助于改善和提高学生学习效果，是一个值得探讨的问题。本文利用元分析法，对近十年国际上关于混合学习和网上学习对学生学习效果影响的47 个实验和准实验研究进行了量化分析。研究发现:整体而言，混合学习比纯粹的网上学习和面对面学习更有利于改善和提高学生的学习效果，随机效应模型估计结果显示，混合学习的合并效应值为1. 423，显著高于固定效应模型估计的网上学习的合并效应值1. 075;混合学习之所以比纯粹的网上学习和传统面对面学习更有效，主要缘于新的协作技术与直接指导相结合的混合学习方式;混合学习比传统的面对面教学更有效的发生条件除了采用先进的协作技术外，更集中地表现为混合课程与教学的异质性以及由此带来更多的额外学习时间。这一发现表明，混合学习的积极影响并非取决于教学传递介质本身;混合学习和纯网上学习对大学生群体而言是显著有效的，但对于中小学生来说，传统的面对面接触学习仍不失为一种更有效的学习模式。

Compared with purely online instruction and face-to-face instruction, whether blended learning more effective to improve students爷learning outcomes, which was related to the quality of online instruction and distance education. This paper presents a meta-analysis of 47 experimental and quasi-experimental studies of blended learning and e-learning. Four main findings are identified as part of a complete analysis: (1) Students in blended learning conditions performed mostly better than those receiving purely e-learning or face-to -face instruction. The random effects model confirmed that the combined effect size of blended learning was 1. 423, significantly higher than the fixed effects model to estimate the combined effect size of e-learning. (2) Further analysis showed that the blended learning chiefly played a key role in a mixed manner of collaborative and direct-instructed techniques. (3) The study also suggests that the positive effect of blended learning was not merely attributed to the media, it depended on the conditions of curriculum and instruction and additional learning time. (4) The findings mostly exist among the college students since the results primarily derived from studies in higher education. Rather, purely face-to-face instruction was still effective among the primary and secondary education.