Published April 30, 2026
| Version v1
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THE EFFECTIVENESS OF BLENDED LEARNING MODELS
Authors/Creators
- 1. 1st year master's student of the Asia International University
- 2. Scientific Supervisor
Description
This study examines the effectiveness of different learning models used in modern education, including traditional, online, and blended learning approaches. It analyzes how these models influence student achievement, engagement, and knowledge retention. The research highlights that the effectiveness of learning models largely depends on instructional design, technological integration, and learner motivation. Blended learning models, in particular, demonstrate higher efficiency due to their flexibility and ability to combine theoretical and practical learning experiences. The study concludes that no single model is universally effective, and the choice of learning model should be based on educational goals, context, and learner needs.
Files
2006-2010.pdf
Additional details
References
- Graham, C. R. (2006). Blended Learning Systems: Definition, Current Trends, and Future Directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of Blended Learning. Pfeiffer Publishing.
- U.S. Department of Education. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies.
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
- Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.