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dc.contributor.authorEllis, RA
dc.contributor.authorHan, F
dc.date.accessioned2019-07-11T01:59:31Z
dc.date.available2019-07-11T01:59:31Z
dc.date.issued2018
dc.identifier.issn1055-8896
dc.identifier.urihttp://hdl.handle.net/10072/386272
dc.description.abstractIntegrating an online component into a university course is typically done to improve the student experience. However the intent of the teacher's blended design may not always align to the students' experience of it. Their experience may be mediated by a number of factors including student perceptions of the online environment and their approach to engaging in the experience. In this study, an investigation into student learning experience of 201 engineering students found that the extent of their engagement and academic success was related to how integrated they perceived the online environment to be with the whole course design, the perceived amount of workload and benefits they found when engaging online and their preference for which mode of learning they chose. The outcomes of the associations amongst their perceptions, preferences and levels of engagement have important implications for university course design and teaching.
dc.description.peerreviewedYes
dc.relation.ispartofpagefrom137
dc.relation.ispartofpageto152
dc.relation.ispartofissue2
dc.relation.ispartofjournalJournal of Educational Multimedia and Hypermedia
dc.relation.ispartofvolume27
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1303
dc.titleReasons why some university students avoid the online learning environment in blended courses
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© AACE 2018. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Reprinted from Journal of Educational Multimedia and Hypermedia, 2018 with permission of AACE (http://www.aace.org).
gro.hasfulltextFull Text
gro.griffith.authorHan, Feifei D.
gro.griffith.authorEllis, Robert


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