Students' self-report and observed learning orientations in blended university course design: How are they related to each other and to academic performance?

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dc.contributor.authorHan, F.
dc.contributor.authorPardo, A.
dc.contributor.authorEllis, R.A.
dc.date.issued2020
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.statementofresponsibilityFeifei Han, Abelardo Pardo, Robert A. Ellis
dc.identifier.citationJournal of Computer Assisted Learning (JCAL), 2020; 36(6):969-980
dc.identifier.doi10.1111/jcal.12453
dc.identifier.issn0266-4909
dc.identifier.issn1365-2729
dc.identifier.orcidPardo, A. [0000-0002-6857-0582]
dc.identifier.urihttps://hdl.handle.net/2440/139806
dc.language.isoen
dc.publisherWiley
dc.relation.granthttp://purl.org/au-research/grants/arc/DP150104163
dc.rights© 2020 John Wiley & Sons Ltd.
dc.source.urihttps://doi.org/10.1111/jcal.12453
dc.subjectblended university course design; learning analytics; learning orientations; observed data; self-report data; student approaches to learning
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
pubs.publication-statusPublished

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