Show simple item record

dc.contributor.authorHan, F
dc.contributor.authorEllis, RA
dc.date.accessioned2020-08-19T21:31:20Z
dc.date.available2020-08-19T21:31:20Z
dc.date.issued2020
dc.identifier.issn0729-4360
dc.identifier.doi10.1080/07294360.2020.1800597
dc.identifier.urihttp://hdl.handle.net/10072/396498
dc.description.abstractAdopting an ecological perspective on student learning in blended course designs, this study investigates the quality of 335 undergraduates’ experience in a first-year compulsory engineering course. Interrelations amongst cognitive, social, and material aspects of the student learning experience are examined. The cognitive elements include self-reports of approaches to, and perceptions of, learning; the social elements include self-report collaboration; and the material elements include engagement with online learning tasks. The cognitive elements distinguished students by ‘understanding’ and ‘reproducing’ learning orientations. These orientations when combined with students’ choice of whether or not and with whom to collaborate, generated five sub-groups of students with different collaborative experience. Students who had an ‘understanding’ orientation and also collaborated with ‘understanding’ students tended to have relatively more successful learning experiences than the other sub-groups. Such experiences were characterized by deep approaches to learning in class and online, positive perceptions of the blended learning environment, better positioning in collaboration networks, and relatively higher learning achievement as measured by course marks. This study has potential to guide learning and teaching in blended course designs and offers ecologically informed theoretical insights into university student learning.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherInforma UK Limited
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto17
dc.relation.ispartofjournalHigher Education Research and Development
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode39
dc.titleAssessing the quality of university student experiences in blended course designs: an ecological perspective
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationHan, F; Ellis, RA, Assessing the quality of university student experiences in blended course designs: an ecological perspective, Higher Education Research and Development, 2020, pp. 1-17
dc.date.updated2020-08-17T03:47:04Z
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in Higher Education Research & Development (HERD), Latest Articles, 04 Aug 2020, copyright Taylor & Francis, available online at: https://doi.org/10.1080/07294360.2020.1800597
gro.hasfulltextFull Text
gro.griffith.authorEllis, Robert


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record