Experimental-group students reported that the blended environment offered rich content, easy accessibility, effective guidance and motivation¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Semi-structured interviews with five volunteer students indicated the design encouraged active participation, helped develop learning strategies, provided feedback, and increased motivation. → Uz 2018

Evidence¶

Uz 2018¶

Uz, R., & Uzun, A. (2018). The influence of blended learning environment on self-regulated and self-directed learning skills of learners. European Journal of Educational Research, 7(4), 877-886. https://doi.org/10.12973/eu-jer.7.4.877

q1 · i? · qualitative · r2

Qualitative phase of the explanatory sequential mixed method: semi-structured interviews with seven open-ended questions with five volunteer experimental-group students. Students reported increased participation, flexible studying hours, feedback via end-of-video mini tests and forums, and raised motivation.

"Yes, my participation to the course increased thanks to the Moodle platform. Because the accessibility of the course increased with this platform and it provided chances to follow and understand the course"

Discussion¶

Related Claims¶

• Experimental-group students perceived the MPS as increasing interactivity, supporting multimodal-integrated learning, and making instruction more student-centered — related
• Interviewed students reported increased motivation and learning support from mobile learning, alongside technical problems — related