In a blended first-year engineering course, sub-groups of students (n > 200) reported qualitatively different approaches to inquiry and use of online learning technologies.¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students in the blended course formed sub-groups reporting qualitatively different experiences of how they approached inquiry and used the online learning technologies. → Ellis 2016

Evidence¶

Ellis 2016¶

Ellis, RA; Pardo, A; Han, F. (2016). Quality in blended learning environments – Significant differences in how students approach learning collaborations. Computers & Education. https://doi.org/10.1016/j.compedu.2016.07.006

q3 · i? · associational · r?

The study reports an investigation of first-year engineering students in a semester-long blended course over a semester-long course, as the abstract states: "collaborate and inquire in a blended course design over a semester-long course". The reported finding is identification of sub-groups reporting qualitatively different experiences. No effect size is printed in the available text.

"The results identify sub-groups within the population sample (n > 200) which reported qualitatively different experiences of how they approached inquiry and used the online learning technologies."

Discussion¶

Related Claims¶

• Latent profile analysis of 750 online undergraduates identifies five distinct SRL profiles, including a qualitatively distinct low-regulators-with-limited-social-skills profile — related
• Students responded with polarised feedback to a redesigned technology-rich active-learning course, with almost a quarter disliking the flipped-video approach — related
• Students in the blended engineering course approached inquiry and online learning technologies while collaborating both in class and online. — possibly the same claim (merge candidate)