ERIC Number: EJ960508
Record Type: Journal
Publication Date: 2012-Apr
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1629
EISSN: N/A
Investigating Relationships between Features of Learning Designs and Student Learning Outcomes
McNaught, Carmel; Lam, Paul; Cheng, Kin Fai
Educational Technology Research and Development, v60 n2 p271-286 Apr 2012
This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies were more extensively used. However, no relationship was found between learning design and the student performance in assessment tasks, possibly because of the limited assessment data that was examined.
Descriptors: Foreign Countries, Electronic Learning, Blended Learning, Internet, Outcomes of Education, Instructional Effectiveness, College Students, Student Surveys, Student Attitudes, Correlation, Comparative Analysis, Student Evaluation, Online Courses, Learning Motivation, Program Effectiveness, Data Analysis, Instructional Design, College Instruction
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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: Hong Kong
Grant or Contract Numbers: N/A