This study has several limitations and the results of this
study suggest several directions for future research.
This study is administered within the period of a
semester to a small group of students who do not have
previous exposure to blended learning. In this study,
the online learning and the face-to-face learning each
constitute 50% of the total time spent in the learning
environment. However, there is not just one kind of
blended learning course environment, but many different
blended course designs. Therefore, future researchers
may examine the effects of different blended
learning course settings with larger quantities of participants
on the facilitation of student achievement and
transfer of learning. For instance, a more functionally
defined design of blended learning instead of a balanced
set-up in time may be used. Additionally, the
generic concept of transfer is examined in the study, so
the findings are only related to a general notion of
transfer of learning. These limitations might limit the
generalizability of the findings. Other possible confounding
variables associated with learning outcomes,
such as time on task, motivation, access, or technology
confidence, were not assessed in the study. Therefore,
future research may measure variables related to learning
outcomes. In the present study, academic performance
and transfer are measured together in oneexperiment. Future studies may use different research
designs and measure academic performance and transfer
in separate experiments. Consequently, future
research can increase the relevance of present findings
and help build further upon current theories of the
relationship between transfer of learning and
technology-based learning approaches.
This study has several limitations and the results of thisstudy suggest several directions for future research.This study is administered within the period of asemester to a small group of students who do not haveprevious exposure to blended learning. In this study,the online learning and the face-to-face learning eachconstitute 50% of the total time spent in the learningenvironment. However, there is not just one kind ofblended learning course environment, but many differentblended course designs. Therefore, future researchersmay examine the effects of different blendedlearning course settings with larger quantities of participantson the facilitation of student achievement andtransfer of learning. For instance, a more functionallydefined design of blended learning instead of a balancedset-up in time may be used. Additionally, thegeneric concept of transfer is examined in the study, sothe findings are only related to a general notion oftransfer of learning. These limitations might limit thegeneralizability of the findings. Other possible confoundingvariables associated with learning outcomes,such as time on task, motivation, access, or technologyconfidence, were not assessed in the study. Therefore,future research may measure variables related to learningoutcomes. In the present study, academic performanceand transfer are measured together in oneexperiment. Future studies may use different researchdesigns and measure academic performance and transferin separate experiments. Consequently, futureresearch can increase the relevance of present findingsand help build further upon current theories of therelationship between transfer of learning andtechnology-based learning approaches.
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