@article {494,
	title = {THE EFFECT OF A BLENDED COLLABORATIVE LEARNING ENVIRONMENT IN A SMALL PRIVATE ONLINE COURSE (SPOC): A COMPARISON WITH A LECTURE COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {194{\textendash}203 },
	abstract = {This study explored the effect of blended learning in terms of model-based collaborative learning in a small private online course (SPOC) environment on 10th graders{\textquoteright} achievements in stoichiometry through a quasi-experimental design. The participants included 140 tenth graders assigned to two groups: (a) the experimental group, which studied in a blended environment (N = 69) and (b) the control group, which studied in a conventional lecture-based environment (N = 71). The results revealed that the experimental group exhibited significantly superior performance than the control group after the intervention and that the key factor in enhancing students learning is the teacher{\textquoteright}s facilitation. These findings implied that the blended model-based collaborative learning in a SPOC environment with proper design, facilitation, and face-to-face interaction groups provided students with opportunities to engage in learning to improve their achievements.},
	keywords = {collaborative learning, interactive learning environments, model-based Instruction, small private online course, stoichiometry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.194},
	url = {http://oaji.net/articles/2016/987-1481916971.pdf},
	author = {Jing Ping Jong}
}
