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The Descriptive Features and Quantitative Aspects of Students' Observed Online Learning: How Are They Related to Self-Reported Perceptions and Learning Outcomes?
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Han, Feifei; Ellis, Robert A.; Pardo, Abelardo – IEEE Transactions on Learning Technologies, 2022
This article uses digital traces to help identify students' online learning strategies by making a clear distinction between the descriptive features (the proportional distribution of students' different online learning actions) and quantitative aspects (the total number of the online learning sessions), a distinction that has not been properly…
Descriptors: Electronic Learning, Learning Strategies, Student Behavior, Educational Environment
Students' Self-Report and Observed Learning Orientations in Blended University Course Design: How Are They Related to Each Other and to Academic Performance?
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Han, Feifei; Pardo, Abelardo; Ellis, Robert A. – Journal of Computer Assisted Learning, 2020
This study examines the extent to which the learning orientations identified by student self-reports and the observation of their online learning events were related to each other and to their academic performance. The participants were 322 first-year engineering undergraduates, who were enrolled in a blended course. Using students' self-report on…
Descriptors: College Students, Electronic Learning, Blended Learning, Curriculum Design
Predicting Students' Academic Performance by Their Online Learning Patterns in a Blended Course: To What Extent Is a Theory-Driven Approach and a Data-Driven Approach Consistent?
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Han, Feifei; Ellis, Robert A. – Educational Technology & Society, 2021
One of the major objectives of precision education is to improve prediction of educational outcome. This study combined theory-driven and data-driven approaches to address the limitations of current practice of predicting learning outcomes only using a single approach. The study identified the online learning patterns by using students'…
Descriptors: Grade Prediction, Electronic Learning, Blended Learning, Academic Achievement
Students' Approaches to Groupwork in a Blended Course, Associations with Perceptions of the Online Environment and Academic Achievement--When Is Learning Engaged?
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Ellis, Robert A. – Education and Information Technologies, 2016
University teachers provided first year Arts students with hundreds of cinematic images online to analyse as a key part of their predominantly face-to-face undergraduate course. This qualitative study investigates the extent to which the groups engaged in learning involving their analysis of the images and how this was related to their perception…
Descriptors: Academic Achievement, Learner Engagement, College Faculty, Blended Learning
Teacher Conceptions of Blended Learning, Blended Teaching and Associations with Approaches to Design
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Ellis, Robert A.; Steed, Aliya F.; Applebee, Andrelyn C. – Australasian Journal of Educational Technology, 2006
This paper describes the results and implications of a qualitative study into teacher conceptions of blended learning, blended teaching and associations of these conceptions with approaches to design for blended learning experiences. Twenty-two teachers from two campus based Australian universities were interviewed and the responses from them were…
Descriptors: College Faculty, Teacher Attitudes, Internet, Computer Assisted Instruction
The University Student Experience of Face-to-Face and Online Discussions: Coherence, Reflection and Meaning
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Ellis, Robert A.; Goodyear, Peter; O'Hara, Agi; Prosser, Michael – ALT-J: Research in Learning Technology, 2007
This paper reports on an investigation into learning through discussions by undergraduate social work students. Second-year students studying psychology for social work experienced discussions began with face-to-face tutorials, and then continued for some time after online. This study used closed-ended questionnaires to investigate what students…
Descriptors: Student Experience, Social Work, Reflection, Undergraduate Students