Blended learning as a conduit for inquiry-based instruction, active learning, formative assessment and its impact on students’ learning outcomes in higher education

• Main Authors: Chan, Yuen Fook, Narasuman, Suthagar, Dalim, Siti Fairuz, Sidhu, Gurnam Kaur, Lee, Lai Fong
• Format: Conference or Workshop Item
• Language: English
• Published: 2016
• Subjects: L Education (General)
• Online Access: http://repo.uum.edu.my/20039/1/KMICe2016%2079%2083.pdf; http://repo.uum.edu.my/20039/; http://www.kmice.cms.net.my/kmice2016/files/KMICe2016_eproceeding.pdf

There is a definite impact of inquiry-based instruction, active learning and formative assessment on students’ learning outcomes because all of these factors have the tendency to drive student’s motivation, interest and performance in learning, especially when it is grounded in the use of the Blended Learning (BL) method. In view of this, the study attempted to identify the effect of these factor(s) on students’ learning outcomes such as self interest, self efficacy and cognitive development.This study employed a quantitative method and a 5 point Likert scale survey instrument was used to gauge the response from students at the Faculty of Education in a public university. A total of 500 questionnaires were distributed and about 80% were returned from 444 student respondents. BL based formative assessment was found to be a strong contributor to the variance in learning outcomes, in higher education. The study indicated that a student’s interest, cognitive development and self efficacy were influenced by many factors however, providing them with BL based active learning opportunities were extremely fruitful.In addition, inquiry based instruction and formative performance assessment are known as outstanding methods in recent years that have produced a shift in the focus of students’ attention particularly towards learning in tertiary institutions.