Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments
ARTICLE
David Kember, Carmel McNaught, Fanny C.Y. Chong, Paul Lam, K.F. Cheng
Computers & Education Volume 55, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
This study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were investigated. Five hundred and ninety-five students taking these 21 courses completed a questionnaire which gave feedback on the extent of use of and quality of implementation of internet features, as well as their perception of the attainment of outcomes relating to approaches to learning, communication skills and understanding of content. A confirmatory factor analysis of scales pertinent to information presentation and constructive dialogue features showed a very poor fit to the data, indicating that the two types of function did not act in concert. Structural equation modelling was used to test instructional models in presage–process–product format for ‘information’ and ‘dialogue’ features. The information one showed a marginal fit to the data, but the dialogue one a very good fit. This shows that using the Internet for presenting information in a blended environment does not seem to effectively help students achieve learning outcomes. Using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content.
Citation
Kember, D., McNaught, C., Chong, F.C.Y., Lam, P. & Cheng, K.F. (2010). Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments. Computers & Education, 55(3), 1183-1192. Elsevier Ltd. Retrieved March 28, 2024 from https://www.learntechlib.org/p/66862/.
This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.05.015Keywords
- blended learning
- communication skills
- computer mediated communication
- computer-mediated communication
- Conventional Instruction
- Educational Strategies
- Factor Analysis
- Goodness of Fit
- instructional design
- Instructional Effectiveness
- Interactive Learning Environments
- internet
- Outcomes of Education
- pedagogical issues
- Questionnaires
- Structural Equation Models
- student attitudes
- Teaching/Learning Strategies
- Web Based Instruction
Cited By
View References & Citations Map-
What the students do online in blended learning environments: deep, surface and strategic approach
Mike Mimirinis, Middlesex University, United Kingdom
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1234–1247
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Making a Difference: Student Perceptions of E-learning Blended with Traditional Teaching Methods
Graham McMahon, Shelley Yeo & Michael Williams, Curtin University, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 759–764
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