Individual differences in students' use of optional learning resources.
We investigated ways in which undergraduates use optional learning resources in a typical blended learning environment. Specifically, we recorded how often students attended live face-to-face lectures, accessed online recorded lectures, and visited a mathematics learning support centre during a mult...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 6; pp. 490 - 503 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104703720&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104703720 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2011 vid: 27 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104703720 66674399 10.1111/j.1365-2729.2011.00417.x 104703720 ppf: 490 ppct: 13 formats: tig: atl: Individual differences in students' use of optional learning resources. aug: au: Inglis, M. Palipana, A. Trenholm, S. Ward, J. affil: Mathematics Education Centre, School of Mathematics, Loughborough University, Loughborough, Leicestershire, UK sug: subj: Students, Undergraduate Study Methods Utilization Learning Methods Decision Making Human England Lecture Internet Student Assistance Programs Mathematics Education Engineering Education Learning Environment Student Satisfaction Cluster Analysis Chi Square Test Mann-Whitney U Test Analysis of Variance Post Hoc Analysis Funding Source ab: We investigated ways in which undergraduates use optional learning resources in a typical blended learning environment. Specifically, we recorded how often students attended live face-to-face lectures, accessed online recorded lectures, and visited a mathematics learning support centre during a multivariate calculus course. Four distinct study strategies emerged, but surprisingly none involved making heavy use of more than one resource. In contrast with some earlier research, the general strategy a student adopted was related to their academic achievement, both in the multivariate calculus course, and in their degree programme more widely. Those students who often accessed online lectures had lower attainment than those who often attended live lectures or the support centre. We discuss the implications of these findings and suggest that 'blended teaching environments' may be a more accurate description for what have previously been called 'blended learning environments'. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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