Semester-long blended course design requiring first-year engineering students to collaborate and inquire¶

Design · All designs
Evidence · 3 claims (2 for, 1 mixed) · 2 studies (2 associational), q2–q3 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The article's setting is a blended course design in first-year engineering in which, per the record, students were "required to collaborate and inquire in a blended course design over a semester-long course". The design combines in-class and online collaboration around inquiry activities, and the study used it to examine students' approaches to inquiry and use of online learning technologies.

Design Implications¶

Context¶

Requirements¶

Students must collaborate and inquire across both in-class and online settings as the course design requires

Constraints¶

Studied with university students in first-year engineering over one semester

Target Learners¶

first-year university engineering students

Learning Goals¶

approaches to inquiry
use of online learning technologies in collaboration

Claims¶

Examples¶

-

Key Sources¶

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

Page metadata

Field	Value
`type`	`design`
`id`	`blended-first-year-engineering-collaborative-inquiry-course`
`title`	`Semester-long blended course design requiring first-year engineering students to collaborate and inquire`
`description`	`The article's setting is a blended course design in first-year engineering in which, per the record, students were "required to collaborate and inquire in a blended course design over a semester-long course".`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-29`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `ellis-2016`

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