دانلود رایگان مقاله کیفیت در محیط های یادگیری تلفیقی و تفاوت در چگونگی رویکرد دانش آموزان در همکاری یادگیری

Abstract

Evaluating 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.

4. Discussion and conclusion

The purpose of this study was to explore the student experience of blended learning in a first year university course in order to better understand why some students are more successful than others. An important goal of the study is to discover evidence for teachers and education leaders to help inform decisions about teaching and course design in blended learning environments which are likely to improve the quality of student learning. Before discussing the results in detail, it is worth noting some limitations of the study. The research site involves one university course with a population sample of 211 in undergraduate engineering. To test the robustness of the associations that revealed qualitative variation in the student experience, similar studies involving different disciplines and larger sample sizes are required to test the subject-specificity of the conclusions and overall sample size underpinning conclusions. In addition, the results are taken from a student perspective. Complementary studies adopting a teacher perspective would help to round out legitimate concerns about variables that contribute to the quality of student learning. These need to be conducted across a number of disciplines in order to account for disciplinary variation (see for example Jokinen & Mikkonen, 2013). These limitations notwithstanding, the results provide interesting and valuable implications for the design of courses and digital learning environments.