The descriptive features and quantitative aspects of students’ observed online learning : How are they related to self-reported perceptions and learning outcomes?

Journal article


Han, Feifei, Ellis, Robert A. and Pardo, Abelardo. (2022). The descriptive features and quantitative aspects of students’ observed online learning : How are they related to self-reported perceptions and learning outcomes? IEEE Transactions on Learning Technologies. 15(1), pp. 32-41. https://doi.org/10.1109/TLT.2022.3153001
AuthorsHan, Feifei, Ellis, Robert A. and Pardo, Abelardo
Abstract

This article uses digital traces to help identify students’ online learning strategies by making a clear distinction between the descriptive features (the proportional distribution of students’ different online learning actions) and quantitative aspects (the total number of the online learning sessions), a distinction that has not been properly addressed in extant research. It also examines the extent to which the descriptive features and quantitative aspects of students’ observed online learning behaviors are related to students’ self-reported perceptions of the blended learning environment and the academic learning outcomes. A cohort of 317 Australian undergraduates enrolled in a compulsory engineering course participated in the study. A hierarchical cluster analysis, based on the different proportions of the types of online learning activities in which students were involved, identified two qualitatively different online learning strategies: content and practice oriented. The content-oriented learners not only had significantly more online learning sessions but also performed significantly better on both the formative and summative assessments, than their practice-oriented counterparts. Moreover, a higher proportion of students reporting more negative perceptions were observed to adopt practice-oriented strategies, whereas a higher proportion of students reporting better perceptions were observed to adopt content-oriented strategies. The study results serve as triangulated evidence for the previous self-reported research on the relations between students’ perceptions and strategies. The results of the study also offer a number of ideas for teaching and curriculum design in blended courses in order to improve the quality of students’ blended learning experiences.

Keywordsdigital trace; learning management systems (LMSs); online learning strategies; perceptions of the blended learning environment
Year2022
JournalIEEE Transactions on Learning Technologies
Journal citation15 (1), pp. 32-41
PublisherInstitute of Electrical and Electronics Engineers
ISSN1939-1382
Digital Object Identifier (DOI)https://doi.org/10.1109/TLT.2022.3153001
Scopus EID2-s2.0-85125363712
Research or scholarlyResearch
Page range32-41
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online01 Feb 2022
Publication process dates
Deposited02 Aug 2022
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