{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,16]],"date-time":"2026-05-16T11:25:24Z","timestamp":1778930724794,"version":"3.51.4"},"reference-count":58,"publisher":"Emerald","issue":"1","license":[{"start":{"date-parts":[[2021,8,5]],"date-time":"2021-08-05T00:00:00Z","timestamp":1628121600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITSE"],"published-print":{"date-parts":[[2022,2,10]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>With the arrival of the 4th Industrial Revolution and the Education 4.0 era, the inevitability of educators using technology in the classroom has grown. A global health pandemic has hastened the adoption of online teaching. The interdependence of technologies and pedagogies necessitates vigour and variability, along with evolving teaching and learning practices. Past literature has advocated for various roles and forms of technology in education; however, inconsistencies in \u201cblended learning\u201d definitions have posed challenges in understanding blended learning\u2019s full potential. Thus, a quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>A quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. A total of 96 samples were carefully chosen based on established theoretical definitions, relevant to technology use. The samples were then placed into three categories: Web-based applications, standalone applications and devices. Effect sizes (ESs) acquired from Cohen\u2019s d formula (1988; 1992) were used to determine overall effectiveness. The ES of individuals in each of the delivery platform categories was totalled and averaged. This combined ES was then interpreted using Cohen\u2019s (1988) benchmark. Subsequently, a combination of ESs was compared based on the similar type of delivery method, as well as the dependent variables in which the average of the respective combined ESs was calculated for interpretation.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>Findings show that all three delivery methods were effective in enhancing a learner\u2019s performance, especially for language teaching and learning. The study provides insights that can assist stakeholders in selecting different delivery platforms to befit the needs of discrete disciplines.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>The researchers recommend the three categories of technological intervention described above as tangible tenets for future research in blended learning implementation. Thus far, no blended learning researcher has attempted to categorize the myriad of technological interventions available into concrete, concise groupings. With the recommended categories of technological intervention, blended learning practitioners would have a better sense of direction in the context of investigating the effectiveness of a specific intervention implemented. The researchers deem the recommended categories of technological intervention as immensely useful for the blended learning community to begin establishing intervention as one of the important elements to look at. For example, the effectiveness of a technological intervention under both the Web-based application and standalone application categories, respectively, in relation to a similar dependent variable can be compared to further understand the implications of using interventions of a different nature. And such studies will need to extend the investigation to the present by examining all recent studies.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/itse-01-2021-0021","type":"journal-article","created":{"date-parts":[[2021,8,5]],"date-time":"2021-08-05T10:11:00Z","timestamp":1628158260000},"page":"20-38","source":"Crossref","is-referenced-by-count":13,"title":["Technology in education: efficacies and outcomes of different delivery methods"],"prefix":"10.1108","volume":"19","author":[{"given":"Malissa Maria","family":"Mahmud","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Bradley","family":"Freeman","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Mohd Syuhaidi","family":"Abu Bakar","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2021,8,5]]},"reference":[{"issue":"1","key":"key2022022313482621600_ref001","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1080\/07294360.2014.934336","article-title":"Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research","volume":"34","year":"2015","journal-title":"Higher Education Research and Development"},{"issue":"6","key":"key2022022313482621600_ref002","doi-asserted-by":"crossref","first-page":"473","DOI":"10.1080\/713838180","article-title":"Challenges, advantages, and disadvantages of instructional technology in the community college classroom","volume":"27","year":"2003","journal-title":"Community College Journal of Research and Practice"},{"key":"key2022022313482621600_ref003","first-page":"499","article-title":"Evaluating the impacts of just-in-time instructional support for teachers introducing a web-based reading program for primary grade children","volume":"19","year":"2011","journal-title":"Journal of Teaching and Teacher Education"},{"issue":"2","key":"key2022022313482621600_ref004","doi-asserted-by":"crossref","first-page":"325","DOI":"10.1111\/j.1467-8535.2006.00628.x","article-title":"The effectiveness of information and communication technology on the learning of written english for 5-to 16-year-olds","volume":"38","year":"2007","journal-title":"British Journal of Educational Technology"},{"issue":"1","key":"key2022022313482621600_ref005","first-page":"29","article-title":"The role of e-learning, advantages and disadvantages of its adoption in higher education","volume":"12","year":"2015","journal-title":"International Journal of Instructional Technology and Distance Learning"},{"issue":"2","key":"key2022022313482621600_ref006","doi-asserted-by":"crossref","first-page":"167","DOI":"10.1080\/13502930701321378","article-title":"Juggling the balls\u2013study, work, family and play: student perspectives on flexible and blended heutagogy","volume":"15","year":"2007","journal-title":"European Early Childhood Education Research Journal"},{"issue":"2","key":"key2022022313482621600_ref007","first-page":"81","article-title":"The effect of ICT-based teaching method on medical students' ESP learning","volume":"4","year":"2004","journal-title":"Journal of Medical Education"},{"issue":"1","key":"key2022022313482621600_ref008","doi-asserted-by":"crossref","first-page":"21","DOI":"10.1007\/s11528-015-0013-4","article-title":"Technology and teacher education: a brief glimpse of the research and practice that have shaped the field","volume":"60","year":"2016","journal-title":"TechTrends"},{"issue":"3","key":"key2022022313482621600_ref009","doi-asserted-by":"crossref","first-page":"1243","DOI":"10.3102\/0034654309333844","article-title":"A Meta-analysis of three types of interaction treatments in distance education","volume":"79","year":"2009","journal-title":"Review of Educational Research"},{"issue":"2-3","key":"key2022022313482621600_ref010","doi-asserted-by":"crossref","first-page":"165","DOI":"10.1080\/1358165032000153160","article-title":"Using blended learning to improve student success rates in learning to program","volume":"28","year":"2003","journal-title":"Journal of Educational Media"},{"issue":"1","key":"key2022022313482621600_ref011","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1086\/592364","article-title":"Technology infusion in success for all: reading outcomes for first graders","volume":"109","year":"2008","journal-title":"The Elementary School Journal"},{"issue":"3","key":"key2022022313482621600_ref012","doi-asserted-by":"crossref","first-page":"693","DOI":"10.1016\/j.compedu.2006.07.010","article-title":"Web-based synchronized multimedia lecture system design for teaching\/learning Chinese as second language","volume":"50","year":"2008","journal-title":"Computers and Education"},{"key":"key2022022313482621600_ref013","unstructured":"Coe, R. 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