ERIC Number: EJ1274526
Record Type: Journal
Publication Date: 2020-Dec
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: N/A
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.
Journal of Computer Assisted Learning, v36 n6 p969-980 Dec 2020
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.
Descriptors: College Students, Electronic Learning, Blended Learning, Curriculum Design, Academic Achievement, Orientation, Learning Analytics, Cognitive Style
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A