Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) edition:16 location:Limassol date:27-31 August
This study was aimed at examing the impact of introducing blended learning in an academic business education curriculum. In particular, changes in first-year adult learners’ persistence and performance were scrutinized by means of a difference-in-differences analysis using a large administrative data set. Such technique allows for calculating net effects and controlling for variations in exam difficulty across time, and minimizing potential selection bias resulting from learners’ enrollment in a specific type of programme, either regular or blended. The analyses are focused on the overall effect on drop-out, exam performance and course pass rate, and on the particular effect per cluster of courses. According to the main results the introduction of the blended learning format has led to improved exam scores and higher course pass rates, while significantly more students dropped out of the academic business programme. Implications of these findings for theory and practice, as well as directions for future research are discussed.