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dc.contributor.authorHan, F
dc.contributor.authorPardo, A
dc.contributor.authorEllis, RA
dc.date.accessioned2020-06-25T22:53:55Z
dc.date.available2020-06-25T22:53:55Z
dc.date.issued2020
dc.identifier.issn0266-4909
dc.identifier.doi10.1111/jcal.12453
dc.identifier.urihttp://hdl.handle.net/10072/394902
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.languageen
dc.publisherWiley
dc.relation.ispartofjournalJournal of Computer Assisted Learning
dc.subject.fieldofresearchOther Information and Computing Sciences
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode0899
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1702
dc.titleStudents' self-report and observed learning orientations in blended university course design: How are they related to each other and to academic performance?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationHan, F; Pardo, A; Ellis, RA, Students' self-report and observed learning orientations in blended university course design: How are they related to each other and to academic performance?, Journal of Computer Assisted Learning, 2020
dc.date.updated2020-06-25T03:53:52Z
dc.description.versionPost-print
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 2020 The Association for the Publication of the Journal of Internal Medicine. This is the peer reviewed version of the following article: Students' self‐report and observed learning orientations in blended university course design: How are they related to each other and to academic performance?, Journal of Computer Assisted Learning, which has been published in final form at 10.1111/jcal.12453. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-828039.html)
gro.hasfulltextFull Text
gro.griffith.authorEllis, Robert
gro.griffith.authorHan, Feifei D.


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