Effects of Blended English Learning in Superior Education: A Case Study
DOI:
https://doi.org/10.54855/acoj.221356Keywords:
Virtual Classes, Blended Learning, Difference-in-DifferenceAbstract
Learning English, not as a native language, has fostered the application of tools and methods in the teaching-learning process. The combination of virtual classes and face-to-face learning is looked at as a new procedure with students at superior undergraduate institutions of Loja. The purpose of the study focuses on showing how Blended learning benefits learners more than Virtual lessons only by implementing ICT resources for teaching, and its effect is significant in quantitative analysis. This study uses a quasi-experimental method of Difference-in-Difference estimation to compare the grades of 296 students. Additionally, this study uses an observation checklist and a teacher's questionnaire to get the qualitative revision. The study's outcomes focus on showing how Blended Learning benefits learners compared to virtual lessons, especially in class participation. To conclude, the authors mentioned how the interaction of students with facilitators and peers helps students to engage with better results. However, there is a necessity for changes in institutional conditions to have real innovative progress in education.
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Copyright (c) 2022 Viviana Huachizaca, Jordy Granda, Karla Castillo, Juan Pablo Quezada, Ricardo Herrera
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