Investigating relationships between features of learning designs and student learning outcomes
Investigating relationships between features of learning designs and student learning outcomes
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研究学习设计特征与学生学习成果之间的关系
DOI：
10.1007/s11423-011-9226-1
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
K. Cheng
中科院分区：
文献类型：
--
作者：
C. McNaught;P. Lam;K. Cheng
本文报告了香港大学21门课程的电子学习研究，这些课程采用了面对面课程与在线学习相结合的混合设计。研究的主要重点是探讨在线学习设计的特点和学生的学习成果之间可能存在的关系。数据收集策略包括专家审查的学习设计，学生的网络环境的看法和自己的学习成果的调查，和SOLO（结构观察到的学习成果）分析的学生学习成果的评估证据。本研究的结果表明，轻度关系的学习设计的功能和学生的看法，他们的学习成果。无论是提供学习资源，还是让学生参与网上交流，都与学习的各个方面有关（获取知识和技能，以及增强学习动机）。此外，当电子学习策略被更广泛地使用时，这种关系更强。然而，没有发现学习设计和学生在评估任务中的表现之间的关系，可能是因为有限的评估数据进行了检查。
This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies were more extensively used. However, no relationship was found between learning design and the student performance in assessment tasks, possibly because of the limited assessment data that was examined.