Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement?
Background: While a number of learner factors have been identified to impact students' collaborative learning, there has been little systematic research into how patterns of students' collaborative learning may differ by their learning orientations. Objectives: This study aimed to investigate: (1) v...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 1; pp. 286 - 300 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2023
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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=161311247&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161311247 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2023 vid: 39 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 161311247 159641278 161311247 161311247 10.1111/jcal.12747 161311247 ppf: 286 ppct: 14 formats: tig: atl: Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement? aug: au: Han, Feifei Ellis, Robert A. Guan, Enjing affil: Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane Queensland,, Australia sug: subj: Collaboration Academic Achievement Student Orientation Student Attitudes Learning Methods Human Students, Undergraduate Online Education Social Network Analysis Questionnaires Cluster Analysis China Funding Source Students, College Male Female Male Female ab: Background: While a number of learner factors have been identified to impact students' collaborative learning, there has been little systematic research into how patterns of students' collaborative learning may differ by their learning orientations. Objectives: This study aimed to investigate: (1) variations in students' learning orientations by their conceptions, approaches, and perceptions; (2) the patterns of students' collaborations by variations in their learning orientations and (3) the contribution of patterns of collaborations to academic achievement. Methods: A cohort of 174 Chinese undergraduates in a blended engineering course were surveyed for their conceptions of learning, approaches to learning and to using online learning technologies, and perceptions of e‐learning, to identify variations in their learning orientations. Students' collaborations and mode of collaborations were collected through an open‐ended social network analysis (SNA) questionnaire. Results and Conclusions: A hierarchical cluster analysis identified an 'understanding' and 'reproducing' learning orientations. Based on students' learning orientations and their choices to collaborate, students were categorized into three mutually exclusive collaborative group, namely Understanding Collaborative group, Reproducing Collaborative group and Mixed Collaborative group. SNA centrality measures demonstrated that students in the Understanding Collaborative group had more collaborations and stayed in a better position in terms of capacity to gather information. Both students' approaches to learning and students' average collaborations significantly contributed to their academic achievement, explaining 3% and 4% of variance in their academic achievement respectively. The results suggest that fostering a desirable learning orientation may help improve students' collaborative learning. Lay Description: What is currently known about the subject matter: There are variations in students' learning orientations.Various learner factors have been found to shape patterns of students' collaborations. What this paper adds: Patterns of students' collaborations differed by variations in students' learning orientations.Students' average collaborations significantly contributed to academic achievement. Implications of the findings for practioners: Fostering a desirable learning orientation may improve collaborative learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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