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Blended e-learning activity structured across eight learning phases

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description

The study organized its blended e-learning activity based on "the eight learning phases proposed by Baldwin-Evans (2006) and Bielawski and Metcalf (2005)": Prepare me, Tell me, Show me, Let me, Check me, Support me, Coach me, and Connect me. Weekly sessions combined two in-class lecture hours with one e-learning hour, plus after-class discussion board and email support. Paper-based and online practice and tests let students check their learning progress.

Design Implications

Context

Requirements

  • A syllabus emailed to students and an orientation introducing blended e-learning before the course

Constraints

  • The sequence was traditional learning followed by e-learning, with e-learning treated as a supporting tool provided after class

Target Learners

  • 11th-grade vocational high school students

Learning Goals

  • electrical machinery knowledge and skills (transformer unit)

Claims

Examples

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Key Sources

  • Chang, Shu, Liang, Tseng, and Hsu. (2014). Is Blended E-Learning Better than Traditional Classroom Learning for Vocational High School Students? Vol 15 | No 2 April/14. http://el.evta.gov.tw/
Page metadata
Field Value
type design
id blended-elearning-eight-learning-phases
title Blended e-learning activity structured across eight learning phases
description The study organized its blended e-learning activity based on "the eight learning phases proposed by Baldwin-Evans (2006) and Bielawski and Metcalf (2005)": Prepare me, Tell me, Show me, Let me, Check me, Support me, C...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — chang-2014

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