Quality in blended learning environments – Significant differences in how students approach learning collaborations
ARTICLE
Robert A. Ellis, Centre for Research on Learning and Innovation, Australia ; Abelardo Pardo, School of Electrical Engineering, Australia ; Feifei Han, Centre for Research on Learning and Innovation, Australia
Computers & Education Volume 102, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
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 required to collaborate and inquire in a blended course design over a semester-long course. This study investigates their approaches to inquiry and online learning technologies as they collaborated both in class and online. The results identify sub-groups within the population sample (n > 200) which reported qualitatively different experiences of how they approached inquiry and used the online learning technologies. The results also measure aspects of their collaborations which help to explain why some students were more successful than others. The outcomes of the study have important implications for teaching and course design and the effective evaluation of blended experiences of university student learning.
Citation
Ellis, R.A., Pardo, A. & Han, F. (2016). Quality in blended learning environments – Significant differences in how students approach learning collaborations. Computers & Education, 102(1), 90-102. Elsevier Ltd. Retrieved March 19, 2024 from https://www.learntechlib.org/p/201564/.
This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.07.006