Sequence of online and face-to-face teaching does not significantly moderate blended instruction effects, though face-to-face + online + face-to-face shows the largest point estimate (SMD = 0.757)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The between-group test across five sequences is not significant (p = 0.908), though the face-to-face + online + face-to-face sequence shows the largest SMD (0.757) and weekly alternation the smallest (0.363). → Li 2022
Evidence¶
Li 2022¶
Li, B., Yu, Q., & Yang, F. (2022). The effect of blended instruction on student performance: A meta-analysis of 106 empirical studies from China and abroad. Best Evidence in Chinese Education, 10(2):1395-1403. https://doi.org/10.15354/bece.22.ar018
q3 · i? · quant-synthesis · r?
Moderator analysis summarizing five categories of sequencing online and face-to-face teaching across the pooled studies. The article reports "With the largest effect size, 'face- to-face teaching + online teaching + face- to-face teaching' has the most significant positive effect on student learning performance"; the between-group test (p = 0.908 > 0.05) shows no significant difference.
"SMDs for "face- to-face teaching + online teaching + face- to-face teaching", "online teaching followed by face-to-face teaching", "weekly online + face- to-face teaching", "face-to-face teaching followed by online teaching", and "weekly alternation" are 0.757, 0.718, 0.668, 0.649, and 0.363 respectively"
Discussion¶
Related Claims¶
- Blended instruction effects are above moderate in all class sizes, largest for 51-100 students (SMD = 0.752), with no significant between-group difference — related
- Online teaching proportion significantly moderates effects, with 50% online composition yielding the largest effect (SMD = 0.792) and both extremes the smallest — related
- Teaching period significantly moderates blended instruction effects, with one to three months producing the largest effect (SMD = 0.845) — related
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