Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement?

Journal article

Han, Feifei, Ellis, Robert and Guan, Enjing. (2023). Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement? Journal of Computer Assisted Learning. 39(1), pp. 286-299. https://doi.org/10.1111/jcal.12747
AuthorsHan, Feifei, Ellis, Robert and Guan, Enjing
Abstract

Background
While a number of learner factors have been identified to impact students' collaborative learning, there has been little systematic research into how patterns of students' collaborative learning may differ by their learning orientations.

Objectives
This study aimed to investigate: (1) variations in students' learning orientations by their conceptions, approaches, and perceptions; (2) the patterns of students' collaborations by variations in their learning orientations and (3) the contribution of patterns of collaborations to academic achievement.

Methods
A cohort of 174 Chinese undergraduates in a blended engineering course were surveyed for their conceptions of learning, approaches to learning and to using online learning technologies, and perceptions of e-learning, to identify variations in their learning orientations. Students' collaborations and mode of collaborations were collected through an open-ended social network analysis (SNA) questionnaire.

Results and Conclusions
A hierarchical cluster analysis identified an ‘understanding’ and ‘reproducing’ learning orientations. Based on students' learning orientations and their choices to collaborate, students were categorized into three mutually exclusive collaborative group, namely Understanding Collaborative group, Reproducing Collaborative group and Mixed Collaborative group. SNA centrality measures demonstrated that students in the Understanding Collaborative group had more collaborations and stayed in a better position in terms of capacity to gather information. Both students' approaches to learning and students' average collaborations significantly contributed to their academic achievement, explaining 3% and 4% of variance in their academic achievement respectively. The results suggest that fostering a desirable learning orientation may help improve students' collaborative learning.

Keywordsblended course designs; Chinese undergraduates; learning orientations; patterns of students' collaborations; social network analysis; student approaches to learning research
Year2023
JournalJournal of Computer Assisted Learning
Journal citation39 (1), pp. 286-299
PublisherJohn Wiley & Sons Ltd
ISSN0266-4909
Digital Object Identifier (DOI)https://doi.org/10.1111/jcal.12747
Scopus EID2-s2.0-85139942422
Open accessPublished as ‘gold’ (paid) open access
Page range286-299
FunderAustralian Research Council (ARC)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online14 Oct 2022
Publication process dates
Accepted02 Oct 2022
Deposited12 Jul 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDP150104163
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