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
Authors | Han, Feifei and Ellis, Robert A. |
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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. |
Keywords | patterns of collaborative learning; approaches to learning; approaches to using online learning technologies; perceptions of the online workload; social network analysis |
Year | 2021 |
Journal | International Journal of Educational Technology in Higher Education |
Journal citation | 18 (1), p. Article 66 |
Publisher | Springer |
ISSN | 2365-9440 |
Digital Object Identifier (DOI) | https://doi.org/10.1186/s41239-021-00303-9 |
Scopus EID | 2-s2.0-85121496428 |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 1-16 |
Funder | Australian Research Council (ARC) |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 21 Dec 2021 |
Publication process dates | |
Accepted | 30 Sep 2021 |
Deposited | 02 Aug 2022 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DP150104163 |
https://acuresearchbank.acu.edu.au/item/8y0wy/patterns-of-student-collaborative-learning-in-blended-course-designs-based-on-their-learning-orientations-a-student-approaches-to-learning-perspective
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Publisher's version
OA_Han_2021_Patterns_of_student_collaborative_learning_in.pdf | |
License: CC BY 4.0 | |
File access level: Open |
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