Effect of Blended Online and Digital Learning and Teaching on Students’ Academic Performance
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Abstract
Since 2016, blended online and digital (BOLD) learning and teaching has been implemented for all mining engineering courses in an Australian university of more than 150 years’ experience in mining education and training. This study investigates the impact of this pedagogical approach on mining engineering students' academic performance compared with traditional face-to-face teaching. Statistical data from 10 undergraduate courses were analyzed to examine trends in student performance using four key indicators: success rate, fail rate, retention rate, and attrition rate. The findings indicate that BOLD learning and teaching has generally enhanced academic outcomes, with notable improvements observed in seven courses—characterized by increased success rate and reduced fail rate—while one course showed little change, and two courses exhibited negative trends in student performance from 2011 to 2019.
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