Students in the blended engineering course approached inquiry and online learning technologies while collaborating both in class and online.¶

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? The study investigated students' approaches to inquiry and online learning technologies as they collaborated both in class and online. → 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's focus, as stated in the record, was students' approaches to inquiry and online learning technologies during collaboration "both in class and online". This defines the dual in-class and online setting of the investigated collaboration. No statistics are printed in the available text.

"This study investigates their approaches to inquiry and online learning technologies as they collaborated both in class and online."

Discussion¶

Related Claims¶

• 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. — possibly the same claim (merge candidate)
• Students in a collaborative, project-based engineering design course gained declarative knowledge but not procedural or principled knowledge or personal interest — related
• Latent profile analysis of 750 online undergraduates identifies five distinct SRL profiles, including a qualitatively distinct low-regulators-with-limited-social-skills profile — related