ERIC Number: EJ1280689
Record Type: Journal
Publication Date: 2020
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1449-5554
EISSN: N/A
Available Date: N/A
Combining Self-Reported and Observational Measures to Assess University Student Academic Performance in Blended Course Designs
Han, Feifei; Ellis, Robert
Australasian Journal of Educational Technology, v36 n6 p1-14 2020
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.
Descriptors: 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
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A