Do we always need a difference? Testing equivalence in a blended learning setting
Author:
Affiliation:
1. Center for Innovative Teaching and Learning, Zurich University of Applied Sciences, Winterthur, Switzerland
2. Zurich University of Applied Sciences, Winterthur, Switzerland
3. HIS Hochschul-Informations-System, Hannover, Germany
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/1743727X.2019.1680621
Reference24 articles.
1. A meta-analysis of blended learning and technology use in higher education: from the general to the applied
2. Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching
3. A power primer.
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1. A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries;Frontiers in Psychology;2023-07-12
2. Blended Learning's Effects on Teenagers' Secondary-Level Academic Performance in the matter of Chemistry;VFAST Transactions on Education and Social Sciences;2023-03-31
3. Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?;International Journal of Educational Technology in Higher Education;2023-02-17
4. Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes;Frontiers in Psychology;2022-09-16
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