A Comparison Between the Effectiveness of E-learning and Blended Learning in Industrial Training

Document Type : Original Article

Authors

1 Department of Education, Faculty of Humanities, Arak University, Arak, Iran

2 Department of Curriculum Development, Hormozgan University, Bandar Abbas, Iran

3 Department of Educational Psychology, Shahid Chamran University, Ahvaz, Iran

Abstract

Background: Blended learning has recently become a widespread practice in industrial training. Accordingly, comparing the effectiveness of e-learning and blended learning in industrial environments is of utmost necessity. The purpose of this research was to compare the effectiveness of e-learning and blended learning in industrial training based on learning outcomes and course satisfaction. Methods: This study was conducted at Hepco Company in 2018, and a quasi-experimental design with a control group was used. The sample size included 90 employees randomized in three groups by means of random sampling method. 60 participants were assigned to the experimental groups (30 learners in e-learning group and 30 in blended learning group) and 30 of them went to the control group. Satisfaction questionnaire (Kirkpatrick, 2007) with 23 questions and 3 components was used for data collection. Components of this scale included the content component (8 questions), lecture component (9 questions) and organization-possibilities (6 questions). The reliability of the questionnaire was 0.92 based on the Cronbach’s alpha. To evaluate the learning outcomes a researcher made test with 30 questions was administered, and the CVR of the test for validity was 0.96. Results: In terms of learning outcomes, the mean results in the blended learning group (M=22.96, SD=2.66) were higher than in the e-learning (M=19.48, SD=3.25) and face-to-face (M=18.13, SD=4.62) groups. There was a significant difference between of learning scores in the experimental group and control group (p <0.001). Also the results showed that the mean course satisfaction in blended learning group (M=71.19, SD=8.6) was higher than e-learning (M=43.88, SD=7.94) and face-to-face (M=59.65, SD=11.63) groups. The course satisfaction scores showed that the blended learning group expressed greater satisfaction than the e-learning and face-to-face groups (p <0.001). Conclusion: The results indicate that blended learning can improve the effectiveness of training. It is therefore suggested that curriculum developers and HR managers in companies can improve industrial training by developing blended learning courses.

Keywords

References

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Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 11, Issue 1
March 2020
Pages 46-53

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