Comparative Analysis Of Blended Learning Vs. Traditional Learning On Knowledge Retention
DOI:
https://doi.org/10.48047/tx9xhe54Keywords:
blended learning, traditional learning, Community of Inquiry (CoI), knowledge retention, teaching presence, social presence, cognitive presence, higher education, instructional methods.Abstract
This study explores the effectiveness of blended learning compared to traditional learning in enhancing
knowledge retention among students, employing the Community of Inquiry (CoI) framework to assess teaching
presence, social presence, and cognitive presence. Blended learning, which integrates face-to-face and online
instructional methods, has transformed conventional teaching approaches. The research adopted a
correlational design and utilized stratified random sampling to collect data from 150-200 students across
diverse academic programs. Using surveys aligned with the CoI framework, the study assessed the clarity of
course goals, feedback mechanisms, interaction opportunities, and cognitive engagement in both learning
environments. Findings indicate that blended learning fosters a stronger sense of teaching, social, and
cognitive presence than traditional methods. Students in blended settings rated aspects such as clarity of
expectations, feedback quality, and interactive discussions significantly higher.
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