The effect of blended learning on course persistence and performance of adult learners: A difference-in-differences analysis

This article examines the effect of blended learning on adult learners' academic success. Using a large administrative data set we test the impact of introducing a blended learning format within the first year of a business education curriculum on course persistence and performance. Our difference-in-difference research design minimizes the potential bias resulting from the selectivity of learners enrolled in blended programmes. We find out that blended learning improves exam results. Although we observe a negative effect on the course persistence of adult learners (increased drop-out due to blended learning), the overall effect on course pass rates remains positive. Implications for practice and follow-up studies are discussed.