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dc.contributor.authorHan, Feifei
dc.contributor.authorEllis, Robert
dc.date.accessioned2021-03-09T00:59:06Z
dc.date.available2021-03-09T00:59:06Z
dc.date.issued2020
dc.identifier.issn1449-3098
dc.identifier.doi10.14742/ajet.6369
dc.identifier.urihttp://hdl.handle.net/10072/402972
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherAustralasian Society for Computers in Learning in Tertiary Education (ASCILITE)
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto14
dc.relation.ispartofissue6
dc.relation.ispartofjournalAustralasian Journal of Educational Technology
dc.relation.ispartofvolume36
dc.subject.fieldofresearchElectrical and Electronic Engineering
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode0906
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsstudent approaches to learning research
dc.subject.keywordslearning analytics research
dc.subject.keywordsself-reported measures
dc.titleCombining self-reported and observational measures to assess university student academic performance in blended course designs
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationHan, F; Ellis, R, Combining self-reported and observational measures to assess university student academic performance in blended course designs, Australasian Journal of Educational Technology, 2020, 36 (6), pp. 1-14
dcterms.licensehttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated2021-03-08T03:40:22Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2020 Feifei Han, Robert Ellis. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC BY-NC-ND 4.0) License, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorEllis, Robert
gro.griffith.authorHan, Feifei D.


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