Search results for author:"Robert A. Ellis"
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Quality Experiences of Inquiry in Blended Contexts--University Student Approaches to Inquiry, Technologies, and Conceptions of Learning
Australasian Journal of Educational Technology Vol. 30, No. 3 (2014) pp. 273–283
Evaluating the quality of inquiry using technology in blended contexts at university is a complex phenomenon as there are many variables which could account for qualitative variation in the experience. This study looks at reasons for qualitative...
Investigating the quality of student approaches to using technology in experiences of learning through writing
Computers & Education Vol. 46, No. 4 (May 2006) pp. 371–390
This study reports on the student experience of learning through writing in an undergraduate science subject. During their writing experience, 52 first year university science students used a writing database, bulletin board and word-processor....
Qualitatively Different University Student Experiences of Inquiry: Associations among Approaches to Inquiry, Technologies and Perceptions of the Learning Environment
Active Learning in Higher Education Vol. 17, No. 1 (2016) pp. 13–23
There is variation in the university student experience of learning. Prior research has shown that factors that shape this include student characteristics, the learning context, student perceptions of that context and approaches to learning and...
Students' Approaches to Groupwork in a Blended Course, Associations with Perceptions of the Online Environment and Academic Achievement--When Is Learning Engaged?
Education and Information Technologies Vol. 21, No. 5 (2016) pp. 1095–1112
University teachers provided first year Arts students with hundreds of cinematic images online to analyse as a key part of their predominantly face-to-face undergraduate course. This qualitative study investigates the extent to which the groups...
Internet and Higher Education Vol. 40, No. 1 (January 2019) pp. 12–19
Adopting relational perspectives on university student learning, this research identified patterns of varying quality of learning through blended discussions. It investigated associations amongst conceptions of learning through discussions,...
Journal of Educational Technology & Society Vol. 10, No. 2 (2007) pp. 60–70
This study describes a set of institutional indicators that suggest minimum standards for the quality assurance of learning supported by learning management systems in blended contexts. The indicators are evaluated by comparing seven universities...
Quality in blended learning environments – Significant differences in how students approach learning collaborations
Computers & Education Vol. 102, No. 1 (November 2016) pp. 90–102
Evaluating the quality of student experiences of learning in a blended environment requires the careful consideration of many aspects that can contribute to learning outcomes. In this study, university students in first year engineering were...
An exploration into first-year university students' approaches to inquiry and online learning technologies in blended environments
British Journal of Educational Technology Vol. 47, No. 5 (September 2016) pp. 970–980
The use of online learning technologies in experiences of inquiry is increasingly ubiquitous in university contexts. In blended environments, research into university experiences suggests that student approaches to learning are a key determiner of...
Learning Through Benchmarking: Developing a Relational, Prospective Approach to Benchmarking ICT in Learning and Teaching
Higher Education: The International Journal of Higher Education and Educational Planning Vol. 51, No. 3 (April 2006) pp. 351–371
This study discusses benchmarking the use of information and communication technologies (ICT) in teaching and learning between two universities with different missions: one an Australian campus-based metropolitan university and the other a British...
Higher Education Research and Development Vol. 28, No. 3 (June 2009) pp. 303–318
While there has been systematic and on-going research into e-learning in universities for over two decades, there has been comparatively less evidence-based research into how key aspects of e-learning are internally constituted from a student...
How and What University Students Learn through Online and Face-to-Face Discussion: Conceptions, Intentions and Approaches
Journal of Computer Assisted Learning Vol. 22, No. 4 (August 2006) pp. 244–256
This paper reports a phenomenographic investigation into students' experiences of learning through discussion--both online and face to face (F2F). The study context was a second-year undergraduate course in psychology for social work in which the...
Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts
Learning and Instruction Vol. 18, No. 3 (June 2008) pp. 267–282
This study focused on students' conceptions of and approaches to learning through face-to-face and online discussions. The study setting was a course in which students (
Learning Across the Asia Pacific Region– Student experience of video-conferencing and online learning
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 13–16
Increasingly cross-border collaboration in the implementation of educational programmes is being recognized as an important strategy to ensure quality educational opportunities. Such regional collaborations provide students from varying...
Student Experiences of Problem-Based Learning in Pharmacy: Conceptions of Learning, Approaches to Learning and the Integration of Face-to-Face and On-Line Activities
Advances in Health Sciences Education Vol. 13, No. 5 (December 2008) pp. 675–692
This study investigates fourth-year pharmacy students' experiences of problem-based learning (PBL). It adopts a phenomenographic approach to the evaluation of problem-based learning, to shed light on the ways in which different groups of students...
Prospects: Quarterly Review of Comparative Education Vol. 38, No. 4 (December 2008) pp. 527–539
Representatives from more than 20 institutions making up a research and teaching network met to discuss and investigate a web application designed to promote knowledge sharing and understanding. The web application, called Fieldtrip, enables...
Evaluating Writing Instruction through an Investigation of Students' Experiences of Learning through Writing
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 1 (January 2005) pp. 49–71
Learning through writing is a way of learning not only the appropriate written expression of disciplinary knowledge, but also the knowledge itself through reflection and revision. This study investigates the quality of a writing experience provided...
Research focus and methodological choices in studies into students' experiences of blended learning in higher education
Internet and Higher Education Vol. 10, No. 4 (2007) pp. 231–244
The paper reviews representative research into blended learning in universities, taking into account the methodology used, the focus of the research and the relationship between the two. In terms of methodology, most research was classifiable as...
The University Student Experience of Face-to-Face and Online Discussions: Coherence, Reflection and Meaning
Association for Learning Technology Journal Vol. 15, No. 1 (March 2007) pp. 83–97
This paper reports on an investigation into learning through discussions by undergraduate social work students. Second-year students studying psychology for social work experienced discussions began with face-to-face tutorials, and then continued...
Higher Education Research and Development Vol. 23, No. 1 (February 2004) pp. 73–93
Students studying a third-year e-commerce subject experienced face-to-face and online discussions as an important part of their learning experience. The quality of the students' experiences of learning through those discussions is investigated in...
A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance
Computers & Education Vol. 56, No. 3 (April 2011) pp. 856–864
This article presents research on students’ experiences of learning through a blend of face-to-face and online discussion. The participants in our study were students enrolled in a foreign policy course at a major Australian university. Students’...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 1 (January 2009) pp. 109–117
This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the...
Quality Assurance in Education Vol. 15, No. 1 (2007) pp. 9–23
Purpose: This paper seeks to discuss the characteristics that shape a model to manage eLearning in a large, predominantly campus-based university. It focuses on how such a model can provide a sustainable approach to supporting eLearning for more...
Blended Learning in Vocational Education: Teachers' Conceptions of Blended Learning and Their Approaches to Teaching and Design
Australian Educational Researcher Vol. 39, No. 2 (May 2012) pp. 237–257
This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in...