Combining Self-Reported and Observational Measures to Assess University Student Academic Performance in Blended Course Designs

Autor/inn/en	Han, Feifei; Ellis, Robert
Titel	Combining Self-Reported and Observational Measures to Assess University Student Academic Performance in Blended Course Designs
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 6, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellis, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Measurement Techniques; Observation; Learning Analytics; Data Collection; Integrated Learning Systems; Academic Achievement; Student Evaluation; College Freshmen; Young Adults; Research Universities; Computer Science Education; Learning Strategies; Blended Learning; Interaction; Electronic Learning; Correlation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Messtechnik; Beobachtung; Data capture; Datensammlung; Schulleistung; Schulnote; Studentische Bewertung; Studienanfänger; Young adult; Junger Erwachsener; Forschungseinrichtung; Computer science lessons; Informatikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interaktion; Korrelation; Ausland; Australien
Abstract	This study combined the methods from student approaches to learning and learning analytics research by using both self-reported and observational measures to examine the student learning experience. It investigated the extent to which reported approaches and perceptions and observed online interactions are related to each other and how they contribute to variation in academic performance in a blended course design. Correlation analyses showed significant pairwise associations between approaches and frequency of the online interaction. A cluster analysis identified two groupings of students with different reported learning orientations. Based on the reported learning orientations, one-way ANOVAs showed that students with understanding orientation reported deep approaches to and positive perceptions of learning. The students with understanding orientation also interacted more frequently with the online learning tasks and had higher marks than those with reproducing orientation, who reported surface approaches and negative perceptions. Regression analyses found that adding the observational measures increased 36% of the variance in the academic performance in comparison with using self-reported measures alone (6%). The findings suggest using the combined methods to explain students' academic performance in blended course designs not only triangulates the results but also strengthens the acuity of the analysis. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01