Quality in blended learning environments – Significant differences in how students approach learning collaborations
Journal article
Ellis, Robert A., Pardo, Abelardo and Han, Feifei. (2016). Quality in blended learning environments – Significant differences in how students approach learning collaborations. Computers and Education. 102, pp. 90-102. https://doi.org/10.1016/j.compedu.2016.07.006
| Authors | Ellis, Robert A., Pardo, Abelardo and Han, Feifei |
|---|---|
| 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. |
| Keywords | quality; blended; inquiry; collaboration; technology |
| Year | 2016 |
| Journal | Computers and Education |
| Journal citation | 102, pp. 90-102 |
| Publisher | Elsevier Ltd |
| ISSN | 0360-1315 |
| Digital Object Identifier (DOI) | https://doi.org/10.1016/j.compedu.2016.07.006 |
| Scopus EID | 2-s2.0-84981350353 |
| Page range | 90-102 |
| Funder | Australian Research Council (ARC) |
| Publisher's version | License All rights reserved File Access Level Controlled |
| Output status | Published |
| Publication dates | |
| Online | 28 Jul 2016 |
| Publication process dates | |
| Accepted | 26 Jul 2016 |
| Deposited | 04 Jul 2023 |
| ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
| Grant ID | DP150104163 |
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