Online vs. Blended Learning: Differences in instructional outcomes and learner satisfaction

Doo Hun Lim
Michael L. Morris
Virginia W. Kupritz


This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes, however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings.


Online Learning, Blended Learning, Learning Outcomes, Comparative Study


This mixed-method study employed open and closed-ended questions in an online survey. 59 students that took a course on Human Resource Development online and 69 students that took the same course in a blended format filled out the survey. Qualitative analysis was conducted through a content analysis and t-tests & ANOVA were used to quantitatively analyze the data. Both online and blended students reported increases in perceived and actual learning with little difference between the two. Online students felt the course was more difficult, had a higher workload and less instructor support. Students in the blended course also reported less confusion over clarity in assignments. Overall results suggests that perceived and actual learning outcomes don’t appear to differ much from F2F to online to blended however student satisfaction is higher in F2F and blended.

APA Citation

Lim, D.H., Morris, M.L., & Kupritz, V.W. (2006). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Journal of Asynchronous Learning Networks, 11(2), 27-42.

About the Study

Links to Article
Mode Blended or Hybrid, Online
Publication Type Journal Article
In Publication Journal of Asynchronous Learning Networks
Type of Research Mixed methods
Research Design Mixed methods
Intervention/Areas of Study Course design
Level of Analysis Student-level, Course-level
Specific Populations Examined Undergraduates
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics
Outcome Variables of Interest Academic achievement or performance, including assessment scores and course grades, Learning effectiveness
Student Sample Size 100-199
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