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Measuring engagement in the university student experience of learning in blended environments
Ellis, Robert A. Han, Feifei Pardo, Abelardo
Ellis, Robert A.
Han, Feifei
Pardo, Abelardo
Abstract
First-year university students in an engineering course experienced activities which required them to engage in learning back and forth across physical and virtual learning space. The lecturer had designed a campus-based course with a significant online component involving activities for preparing the class, for use during class and for reflecting on classes afterward. Despite being required to engage deeply, not all students experienced the blended learning activities in the same way. While some reported deep approaches to the experience, perceived the in-class and online experiences as an integrated whole and collaborated in appropriate ways, others reported surface approaches, fragmented conceptions and collaboration patterns which did not support their learning outcomes . Combining research methodologies from student approaches to learning research and social network analysis , this study reveals qualitative variation in the learning experience which is logically related to academic achievement. The results offer implications for effective teaching in blended environments and ideas for how virtual learning space should be designed in order to be integrated effectively into course design.
Keywords
Date
2018
Type
Book chapter
Journal
Book
Spaces of teaching and learning : Integrating perspectives on research and practice
Volume
Issue
Page Range
129-152
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled