scholarly journals Combining self-reported and observational measures to assess university student academic performance in blended course designs

2020 ◽  
Vol 36 (6) ◽  
pp. 1-14
Author(s):  
Feifei Han ◽  
Robert Ellis
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Course Design ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Observational Measures ◽  
Student Approaches To Learning ◽  
Learning Orientations ◽  
Blended Course ◽  
Combined Methods

This study combined the methods from student approaches to learning and learning analytics research by using both self-reported and observational measures to examine the student learning experience. It investigated the extent to which reported approaches and perceptions and observed online interactions are related to each other and how they contribute to variation in academic performance in a blended course design. Correlation analyses showed significant pairwise associations between approaches and frequency of the online interaction. A cluster analysis identified two groupings of students with different reported learning orientations. Based on the reported learning orientations, one-way ANOVAs showed that students with understanding orientation reported deep approaches to and positive perceptions of learning. The students with understanding orientation also interacted more frequently with the online learning tasks and had higher marks than those with reproducing orientation, who reported surface approaches and negative perceptions. Regression analyses found that adding the observational measures increased 36% of the variance in the academic performance in comparison with using self-reported measures alone (6%). The findings suggest using the combined methods to explain students’ academic performance in blended course designs not only triangulates the results but also strengthens the acuity of the analysis. Implications for practice or policy: Using combined methods of measuring learning experience offers a relatively more comprehensive understanding of learning. Combining self-reported and observational measures to explain students’ academic performance not only enables the results to be triangulated but also strengthens the acuity of the analysis. To improve student learning in blended course design, teachers should use some strategies to move students from a reproducing learning orientation towards an understanding orientation and encourage active online participation by highlighting the importance of learning online.

Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning

2017 ◽  
Vol 20 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Robert A Ellis ◽  
Ana-Marie Bliuc
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Learning Context ◽  
Learning Framework ◽  
Student Approaches To Learning

As online learning technologies are becoming an integral part of the learning experience at university, the quality of student learning is increasingly shaped by their experience of using these new artefacts. In many cases, the research frameworks investigating the contribution of online learning technologies to quality outcomes are yet to have explicitly identified their role and contribution. Adopting a Student Approaches to Learning perspective, the study described in this article analyses how online learning technologies are qualitatively situated in relation to inquiry by investigating associations among approaches to online learning technologies, perceptions of the learning context, and academic achievement. The findings indicate that there are consistent and distinct patterns of associations between the different aspects of the learning experience that reveal the role of online learning technologies in the student experience of learning. The findings suggest that qualitative differences in how students use online learning technologies and differences in how they perceive online learning technologies are logically related to the quality of outcomes. The discussion highlights an appropriate role and location of online learning technologies in the Student Approaches to Learning framework in order to help researchers, students, teachers and university leaders better understand their contribution to qualitatively different experiences of learning. It suggests principles for a more effective design of learning tasks based on the results which indicated deeper engagement both online and in-class.

scholarly journals Patterns of student collaborative learning in blended course designs based on their learning orientations: a student approaches to learning perspective

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Feifei Han ◽  
Robert A. Ellis
Keyword(s):  
Collaborative Learning ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Collaboration Network ◽  
Collaboration Networks ◽  
Face To Face ◽  
Collaborative Groups ◽  
Student Approaches To Learning ◽  
Learning Orientations ◽  
Blended Course

AbstractThis study combines research methods from student approaches to learning research and social network analysis (SNA) to examine patterns of students’ collaborative learning based on their learning orientations amongst 193 postgraduates enrolled in a blended course. The study identified two distinct learning orientations, namely ‘understanding’ and ‘reproducing’, which differed in approaches to learning through inquiry, approaches to using online learning technologies, perceptions of the online workload, and academic outcomes. On the basis of students’ learning orientations and their choice of whether to collaborate and with whom to collaborate, five networks representing five patterns of collaborative learning were found. From these, two did not reveal any collaboration (Understanding Alone and Reproducing Alone networks); and three revealed collaborations (Understanding Collaboration, Mixed Collaboration, Reproducing Collaboration networks). A range of SNA measures were calculated and revealed different features of the three collaboration networks. Viewed together, the combined methodologies suggest that the Understanding Collaboration network has more desirable features of collaboration, such as the intensity of collaboration, having closely knitted groups who tended to seek out and welcome peers and who tended to engage more often in both face-to-face and online modes. The study suggests that helping students adjust their learning orientations, designing some compulsory collaborative assessment tasks, and configuring the composition of collaborative groups are productive strategies likely to improve students’ experiences of collaborative learning.

Student Learning in an Online Environment

2011 ◽  
pp. 224-234
Author(s):  
Rodney Arambewela
Keyword(s):  
Deep Learning ◽  
Student Learning ◽  
Learning Experience ◽  
Learning System ◽  
Learning Approaches ◽  
Learning Contexts ◽  
Technology In Teaching ◽  
E Learning ◽  
Learning Orientations ◽  
Surface Learning

The increasing class sizes, changing expectations, diversity and mobility of students and the use of computer technology in teaching have challenged universities, world over, to review educational courses and delivery to provide a more satisfying learning experience to students. Understanding how students learn is essential in this process and continuous enquiry into teaching practices for their effectiveness towards enhancement of student learning outcomes is therefore considered a vital strategy. This chapter discusses an exploratory study on the differences in the learning approaches of a group of students in a second year marketing course in an Australian university. E-learning system remains the primary communication and the learning resource of these students. Results indicate that there are no significant differences in the study approaches of students but on average they seem to demonstrate deep learning than surface learning although they may differ in terms of the learning contexts. The study also reveals that in comparison female students and older aged students seem to demonstrate deep learning orientations than surface learning orientations.

Using Flipped Classroom Components in Blended Courses to Maximize Student Learning

2016 ◽  
Vol 11 (1) ◽  
pp. 54-57 ◽  
Author(s):  
Scott Heinerichs ◽  
Gina Pazzaglia ◽  
Mary Beth Gilboy
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Flipped Classroom ◽  
Course Design ◽  
Educational Approach ◽  
Student Centered ◽  
Blended Courses ◽  
Consistent Basis ◽  
Bloom Taxonomy ◽  
Blended Course

Context: The flipped classroom is an educational approach that has become popular in higher education because it is student centered. Objective: To provide a rationale for a specific way of approaching the flipped classroom using a blended course design and resources necessary to help instructors be successful. Main Outcome Measure(s): Three class components are important to the flipped classroom: before-, during-, and after-classroom sessions. Each is important in helping instructors deliver content in ways that will engage students to use all levels of the Bloom taxonomy on a consistent basis. Implementing each component using a blended course delivery will allow faculty to meet the students where they are in their learning as well as maximize class time. Conclusions: Athletic training educators can successfully use flipped classroom principles in blended courses to create student-centered classes. Educators should strategically think about the course objectives and activities for each of the 3 components. Being deliberate in this approach will ensure the educator is both an expert and a facilitator helping students achieve all levels of the Bloom taxonomy to maximize student learning.

Logic as a Blended Course

2020 ◽  
Vol 43 (2) ◽  
pp. 139-156
Author(s):  
Alex Koo ◽  
Keyword(s):  
Course Design ◽  
Learning Experience ◽  
Order Logic ◽  
Online Video ◽  
Iterative Approach ◽  
Hybrid Courses ◽  
Effective Learning ◽  
First Order ◽  
Blended Courses ◽  
Blended Course

I present Modern Symbolic Logic, an introductory philosophy course in first-order logic, as a blended course. A blended course integrates online video learning with in-class activities, out of class supports, and deliverables into a cohesive and mutually supporting package. Blended courses are an enhancement on hybrid courses, which focus on online video learning but not on the additional supports needed for an effective learning experience. This paper has two central aims. The first is to present a blended course in action in order to address a need in the literature for detailed reports of blended classes. The second is to advance an iterative approach to blended course design that significantly lowers the bar of entry for instructions hoping to create a blended course.

scholarly journals Examining Similarities and Differences among Pharmacy Educational Mobile Applications

2018 ◽  
Vol 9 (1) ◽  
pp. 13
Author(s):  
Serge Afeli
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Mobile Applications ◽  
Learning Experience ◽  
College Campuses ◽  
Pharmacy Students ◽  
New Concepts ◽  
Similarities And Differences ◽  
Enhance Student Learning ◽  
The U.S

The use of educational mobile applications (EMAs) to enhance student learning experience is gaining considerable interest across college campuses in the U.S. Some EMAs are more commendable than others because of their ability to effectively help students study lecture materials, learn new concepts, prepare for exams, and improve their overall academic performance. The aim of this commentary is to highlight the major EMAs currently available to pharmacy students while addressing the similarities and differences between them.   Type:  Commentary

scholarly journals Shedding Light on Students’ Technology Preferences: Implications for Academic Development

2015 ◽  
Vol 12 (1) ◽  
pp. 73-87
Author(s):  
Negin Mirriahi ◽  
◽  
Dennis Alonzo ◽  
Keyword(s):  
Blended Learning ◽  
Technology Use ◽  
Course Design ◽  
Online Courses ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Mobile Technologies ◽  
Lecture Recordings ◽  
Blended Course

This study built on previous research in 2010 to determine changes to students’ current use of and expectations for future integration of technologies in their learning experience. The findings reveal a continued trend of conservative technology use amongst students but with a growing demand for more integration of technologies for assessment and administrative purposes, podcasts or lecture recordings in flexible and blended course designs. While academic practice has been slow to change, this study reveals a continued need for academic development to focus on strategies that enhance technology adoption amongst academic staff. Students’ preferences from this and the earlier study suggest that they would like more use of technologies, especially mobile technologies for efficient and convenient access to content, communication and assessment that can not only inform academic development and course design for fully online and blended learning courses, but also for the growing number of massive open and online courses (MOOCs) in the education landscape.

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