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This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.

Second language (L2) learners’ beliefs about the nature of language learning, specifically language mindsets, is a recent productive line of L2 research. Researchers argue that language mindsets are key factors for language learning success. However, the association between language mindsets and different language learning outcomes is inconsistent in the literature, and its overall effect remains unclear. The copious body of quantitative research instigates the need for a synthetic approach to capture an overall view of how language mindsets relate to several outcome variables (e.g., general language achievement, grammar, pragmatics, reading, speaking, and writing). Thus, the present study used multilevel meta-analysis to examine the overall effectiveness of the association between language mindsets and language learning outcomes and to examine to what extent this overall effectiveness might vary as a function of some moderators (i.e., age, proficiency level, and learning context). Through a systematic search and screening, we identified a total of 22 studies and 50 effect sizes (n = 17,622 participants) on the correlation between language mindsets and different learning outcomes. The weighted average correlation between fixed language mindset and the language learning outcomes was found to be significantly negative but weak in size (r =  − 0.19). In contrast, the association between the growth language mindset and the learning outcomes was significantly positive but relatively moderate in size (r = 0.26). These associations did not significantly vary as a function of moderating variables. These findings suggest that a higher level of growth language mindsets and a lower level of fixed mindset are important for learners’ success in language learning. Pedagogical implications and suggestions for further research are discussed.

In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen’s d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher’s expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students’ study experience. •Blended learning enriched nursing students’ performance in anatomy and physiology.•Blended learning supported students’ self-reported learning outcome achievement.•Blended learning students better understood the teachers’ expectations.•Blended learning students reported high satisfaction with virtual learning environment.

The aim of this study is to comprehensively evaluate quantitative experimental mobile-assisted language learning (MALL) studies published between 1994 and 2019 that meet minimal conditions of research design and statistical analysis. Starting with a bibliographical database of 1,144 references to experimental MALL implementations, of which there were 700 objectively substantiated by quantitative experimental language learning outcomes, only 84 experimental MALL studies met the inclusion requirements. Their analysis addresses two critical sets of research questions. First, what are the general characteristics of the selected studies and, second, what are their language learning outcomes in terms of measured effect size. Nine general characteristics are considered: publication source, chronological distribution, country of origin, institutional environment, sample size, intervention duration, targeted language, language learner competence level, and learning focus. Effect size was calculated separately for between-group (independent, experimental) and within-group (quasi-experimental) treatment studies. In both cases, the overall results were quite large: 0.72 for the former and 1.16 for the latter. An analysis of four critical moderator variables (language learner competence level, language area focus, institutional environment, and intervention duration) revealed similarly large effect sizes. Notwithstanding, analysis of the data also confirmed obvious publication bias and a very high level of heterogeneity that frequently approached 100%. The relevance of positive language learning outcome conclusions thus needs to be tempered by these shortcomings.

Two studies were conducted to examine the relationships among university students' academic self-concept, perceptions of the learning environment, engagement, and learning outcomes (academic achievement, generic skills development, and learning satisfaction). Study 1 (N = 1,502) adopted a cross-sectional design and supported a model showing that engagement mediated the effects of academic self-concept and perceptions of the learning environment on generic skills development and learning satisfaction. It was also found that academic self-concept directly predicted academic achievement and generic skills and that perceptions of the learning environment directly predicted learning satisfaction. Study 2 (N = 2,069) adopted a longitudinal design involving three waves of data collection with a 1-year interval (freshman, sophomore, junior). The results of study 2 replicated the findings of study 1 and supported a reciprocal effects model showing that prior academic achievement predicted subsequent self-concept which in turn determined future achievement even with prior achievement partialed out. These findings contribute to developing a finer-grained model of higher education student learning. (HRK / Abstract übernommen).

Nowadays mathematics is still considered difficult, so it needs more attention because mathematics is the basis of other sciences. One of the factors that influence Mathematics Learning Outcomes (MLO) is Self-Regulated Learning (SRL). SRL plays a role in the process of planning and managing student academic assignments. Interest in Learning Mathematics (ILM) also has an important role in learning mathematics. The purpose of this study was to determine the effect of each SRL aspect on mathematics learning outcomes and to determine the effect of SRL on MLO in terms of the student's ILM level. The author uses mixed methods with a sequential exploratory research design that begins with a qualitative phase using descriptive qualitative research and then a quantitative phase using a correlation test. SRL aspects include task analysis, self-motivated belief, self-control, monitoring, self-consideration, and self-reaction. The results of this study are that there is an influence between SRL aspects on MLO, except for the task analysis aspect. SRL with MLO also does not have a significant effect when viewed from the ILM level.

The aim of this study is to gain insight into the interplay between attitudes, motivation, learning engagement, and perceived learning outcomes in massive open online courses (MOOCs). An online survey was administered to 232 MOOC learners. This study provided comprehensive explanations for individual differences in learning engagement and perceived learning outcomes in MOOCs with a modified model of the expectancy-value theory of achievement motivation. The structural equation modeling revealed that attitudes served as a precursor of participation in MOOCs that significantly influenced self-efficacy, intrinsic value, and task effort cost; self-efficacy and intrinsic value were positively associated with both learning engagement and perceived learning outcomes, while attitudes toward MOOC learning was positively related to perceived learning outcomes only. Furthermore, the mediation analyses highlighted that intrinsic value was a powerful mediator, which positively influenced the effects of attitudes and self-efficacy on learning engagement and perceived learning outcomes. The moderation analyses discovered that task effort cost moderated the effects of attitudes on learning engagement and perceived learning outcomes. Curriculum designers and instructors could benefit from this study to understand what rationales drive individuals to be engaged in MOOC learning and to reach greater perceived learning outcomes in MOOCs.

When Virtual Reality (VR) is used to present learning content, the three-dimensional image is often not sufficient and additional text is required, either in the form of visual or auditory text. Such additional instructional text could be particularly beneficial due to the many visual stimuli and the risk of visual working memory overload. Relieving working memory by using both channels in the audio-visual presentation, there might be more cognitive capacity available to invest in germane processes for learning. In addition, the image and the text can be processed simultaneously, supporting deeper learning processes. Based on the modality effect, it is therefore assumed that an audio-visual presentation in VR, compared to a visual-only presentation, can lead to higher learning outcomes (recall, comprehension and transfer). In a between-subjects design we analysed the modality principle in VR with 61 subjects (69% female). We hypothesized that when verbal information in VR is given auditorily instead of visually, it leads to overall higher learning outcomes. For intrinsic cognitive load we assumed no differences, but lower extraneous cognitive load and higher germane cognitive load for the audio-visual condition. However, results show a reverse modality effect. The visual-only condition showed higher learning outcome scores for recall, comprehension and transfer. As expected, the conditions showed no differences with regard to the intrinsic cognitive load. However, we also found no differences in extraneous cognitive load. Contrary to our hypothesis we found higher germane cognitive load for the visual-only condition compared to the audio-visual condition, which may be attributed to repeated reading, reading strategies or other self-regulatory strategies. Future research could focus on the use of strategies or evaluate relevant process data.

In order to build complex language from perceptual input, children must have access to a powerful information processing system that can analyze, store, and use regularities in the signal to which the child is exposed. In this article, we propose that one of the most important parts of this underlying machinery is the linked set of cognitive and language processing components that comprise the child's developing working memory (WM). To examine this hypothesis, we explore how variations in the timing, quality, and quantity of language input during the earliest stages of development are related to variations in WM, especially phonological WM (PWM), and in turn language learning outcomes. In order to tease apart the relationships between early language experience, WM, and language development, we review research findings from studies of groups of language learners who clearly differ with respect to these aspects of input. Specifically, we consider the development of PWM in children with delayed exposure to language, that is, children born profoundly deaf and exposed to oral language following cochlear implantation and internationally adopted children who have delayed exposed to the adoption language; children who experience impoverished language input, that is, children who experience early bouts of otitis media and signing deaf children born to nonsigning hearing parents; and children with enriched early language input, that is, simultaneous bilinguals and second language learners.

Embedded instruction facilitates individualized support and promotes meaningful participation for all children, irrespective of their abilities or disabilities, by integrating learning opportunities into the natural, everyday activities of inclusive preschool settings. This study aimed to investigate the impact of a coaching intervention on the fidelity of preschool teachers’ implementation of embedded learning opportunities (ELOs) and child learning outcomes, using a multiple baseline across participants design. Four preschool teachers and four children with disabilities participated in the study. Findings showed that teachers’ correct implementation of ELOs increased slightly after the introduction of the workshop training, but criterion level of performance was only achieved after practice-based coaching support. All four teachers sustained high levels of correct implementation during maintenance sessions conducted intermittently after the coaching intervention. As the accuracy of preschool teachers’ implementation of ELOs increased, the percentage of children’s correct responses regarding target behaviors also increased. The social validity data indicated that preschool teachers found embedded instruction practices and the coaching intervention effective, beneficial, and suitable. Overall, the study provides evidence supporting coaching as an effective professional development strategy for improving the implementation of ELOs and enhancing child learning outcomes in inclusive preschool classrooms. The study underscores the importance of ongoing coaching support to ensure sustained use of ELOs among preschool teachers, thereby facilitating the development and learning of preschool children with developmental disabilities in inclusive settings.