The Effectiveness of Blended E-learning Approach based Continuity between Autonomous and Collaborative Learning Models

Abstract

The design of the blended e-learning approach benefits from the presence of multiple learning approaches (e.g., individual, collaborative) combined in a single e-learning process. Experimental research with a control and experimental group was conducted respectively in Illustrator and Flash online courses to explore the impact of blended e-learning approach witch use autonomous and collaborative learning on the achievements and attitudes of students compared with those of students undertaking individual e-learning in isolation. The main results show the effectiveness of blended e-learning approach. The results of the experiment reveal differences between the two groups that are significant at the 0.05 alpha level in the achievement test in favor of the experimental group. The results also reveal differences between the experimental and control groups (at the 0.05 alpha level) with respect to attitudes toward blended e-learning. The value of eta squared (η² ) clearly shows a positive impact of the independent variable, "blended e-learning ", on the dependent variables, "achievement test" and "attitudes of students