IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Learning Outcomes and Affective Factors of Blended Learning of English for Library Science

Learning Outcomes and Affective Factors of Blended Learning of English for Library Science
View Sample PDF
Author(s): Chen Wentao (Zhejiang Yuexiu University of Foreign Languages, China), Zhang Jinyu (Zhejiang Yuexiu University of Foreign Languages, China) and Yu Zhonggen (Hohai University, China & Zhejiang Yuexiu University of Foreign Languages, China)
Copyright: 2017
Pages: 14
Source title: Blended Learning: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0783-3.ch091

Purchase

View Learning Outcomes and Affective Factors of Blended Learning of English for Library Science on the publisher's website for pricing and purchasing information.

Abstract

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that (1) The pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; (2) males and females did not show any significant differences in learning outcomes; (3) affective factors under blended learning were significantly more favorable than those under multimedia learning; (4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research direction, were also explored.

Related Content

Hybrid Learning: Perspectives of Higher Education Faculty
Nahed Abdelrahman, Beverly J. Irby. © 2017. 28 pages.
View Details View Details PDF Full Text View Sample PDF
Flipping Learning!: Challenges in Deploying Online Resources to Flipped Learning in Higher Education
Muriel Wells, Charlotte Holland. © 2017. 19 pages.
View Details View Details PDF Full Text View Sample PDF
A Three-Dimensional Environment of Personalized Recommendation of Learning Objects to Support Ubiquitous Learning
Rodrigo Valença Cavalcante Frade, Francisco Milton Mendes Neto, Rafael Castro de Souza. © 2017. 26 pages.
View Details View Details PDF Full Text View Sample PDF
Flipping First-Year English: Strengthening Teacher-Student Conferencing through Online Modules
Dana Edwards Prodoehl. © 2017. 23 pages.
View Details View Details PDF Full Text View Sample PDF
Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings
Daisy Mwanza-Simwami. © 2017. 18 pages.
View Details View Details PDF Full Text View Sample PDF
i2Flex and the Community of Inquiry Framework: How Their Blend Transformed My IB French Class
Antonia Fyrigou. © 2017. 15 pages.
View Details View Details PDF Full Text View Sample PDF
The i2Flex Methodology: Definition, Praxis, and Conditions for Success
Maria D. Avgerinou, Stefanos P. Gialamas. © 2017. 25 pages.
View Details View Details PDF Full Text View Sample PDF
Body Bottom