Loading...
Students’ self-report and observed learning orientations in blended university course design : How are they related to each other and to academic performance?
Han, Feifei Pardo, Abelardo Ellis, Robert A.
Han, Feifei
Pardo, Abelardo
Ellis, Robert A.
Abstract
This study examines the extent to which the learning orientations identified by student self-reports and the observation of their online learning events were related to each other and to their academic performance. The participants were 322 first-year engineering undergraduates, who were enrolled in a blended course. Using students' self-report on a questionnaire about their approaches to learning and perceptions of the blended learning environment, ‘understanding’ and ‘reproducing’ learning orientations were identified. Using observations of student activity online, a Hidden Markov Model (HMM) and agglomerative sequence clustering detected four qualitatively different patterns of online learning orientations. Cross-tabulations showed significant and logical associations amongst the learning orientations derived by the self-report and observational methods. Significant differences were also consistently found in the students' academic performance across the mid-term and final assessments based on their learning orientations detected by both self-report and observational methods, results which have important implications for learning research.
Keywords
blended university course design, learning analytics, learning orientations, observed data, self-report data, student approaches to learning
Date
2020
Type
Journal article
Journal
Journal of Computer Assisted Learning
Book
Volume
36
Issue
6
Page Range
969-980
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