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dc.contributor.authorEllis, RA
dc.contributor.authorPardo, A
dc.contributor.authorHan, F
dc.date.accessioned2021-09-16T03:48:01Z
dc.date.available2021-09-16T03:48:01Z
dc.date.issued2016
dc.identifier.issn0360-1315
dc.identifier.doi10.1016/j.compedu.2016.07.006
dc.identifier.urihttp://hdl.handle.net/10072/408054
dc.description.abstractEvaluating the quality of student experiences of learning in a blended environment requires the careful consideration of many aspects that can contribute to learning outcomes. In this study, university students in first year engineering were required to collaborate and inquire in a blended course design over a semester-long course. This study investigates their approaches to inquiry and online learning technologies as they collaborated both in class and online. The results identify sub-groups within the population sample (n > 200) which reported qualitatively different experiences of how they approached inquiry and used the online learning technologies. The results also measure aspects of their collaborations which help to explain why some students were more successful than others. The outcomes of the study have important implications for teaching and course design and the effective evaluation of blended experiences of university student learning.
dc.description.peerreviewedYes
dc.languageen
dc.publisherElsevier
dc.relation.ispartofpagefrom90
dc.relation.ispartofpageto102
dc.relation.ispartofjournalComputers & Education
dc.relation.ispartofvolume102
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.titleQuality in blended learning environments – Significant differences in how students approach learning collaborations
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationEllis, RA; Pardo, A; Han, F, Quality in blended learning environments – Significant differences in how students approach learning collaborations, Computers & Education, 2016, 102, pp. 90-102
dc.date.updated2021-09-16T03:46:29Z
gro.hasfulltextNo Full Text
gro.griffith.authorHan, Feifei D.
gro.griffith.authorEllis, Robert


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