Patterns of student collaborative learning in blended course designs based on their learning orientations : A student approaches to learning perspective

Journal article


Han, Feifei and Ellis, Robert A.. (2021). Patterns of student collaborative learning in blended course designs based on their learning orientations : A student approaches to learning perspective. International Journal of Educational Technology in Higher Education. 18(1), p. Article 66. https://doi.org/10.1186/s41239-021-00303-9
AuthorsHan, Feifei and Ellis, Robert A.
Abstract

This study combines research methods from student approaches to learning research and social network analysis (SNA) to examine patterns of students’ collaborative learning based on their learning orientations amongst 193 postgraduates enrolled in a blended course. The study identified two distinct learning orientations, namely ‘understanding’ and ‘reproducing’, which differed in approaches to learning through inquiry, approaches to using online learning technologies, perceptions of the online workload, and academic outcomes. On the basis of students’ learning orientations and their choice of whether to collaborate and with whom to collaborate, five networks representing five patterns of collaborative learning were found. From these, two did not reveal any collaboration (Understanding Alone and Reproducing Alone networks); and three revealed collaborations (Understanding Collaboration, Mixed Collaboration, Reproducing Collaboration networks). A range of SNA measures were calculated and revealed different features of the three collaboration networks. Viewed together, the combined methodologies suggest that the Understanding Collaboration network has more desirable features of collaboration, such as the intensity of collaboration, having closely knitted groups who tended to seek out and welcome peers and who tended to engage more often in both face-to-face and online modes. The study suggests that helping students adjust their learning orientations, designing some compulsory collaborative assessment tasks, and configuring the composition of collaborative groups are productive strategies likely to improve students’ experiences of collaborative learning.

Keywordspatterns of collaborative learning; approaches to learning; approaches to using online learning technologies; perceptions of the online workload; social network analysis
Year2021
JournalInternational Journal of Educational Technology in Higher Education
Journal citation18 (1), p. Article 66
PublisherSpringer
ISSN2365-9440
Digital Object Identifier (DOI)https://doi.org/10.1186/s41239-021-00303-9
Scopus EID2-s2.0-85121496428
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-16
FunderAustralian Research Council
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online21 Dec 2021
Publication process dates
Accepted30 Sep 2021
Deposited02 Aug 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP150104163
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