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Implementing a Blended Learning Approach: Factors Influencing Students' Academic Outcomes
We applied a blended learning approach in a large undergraduate course (N = 780). Data about students’ self-regulated learning strategies and technology was collected and related to academic performance. Sub-group analyses revealed characteristics of successful and unsuccessful students in this blended environment that have implications for course design.
This presentation describes an empirical approach to exploring the impact of a blended-learning environment on academic outcomes with a very large sample size. This allows us to identify sub-groups with the larger sample to reveal a) self-regulation strategies necessary for academic success and b) student characteristics that impact how they engage in course technology.
