期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：1
页码：1-14
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：The ability to collaborate effectively face-to-face and online represents a critical skill foruniversity graduates. However, there are still challenges regarding how to accurately assessthis skill through traditional student learning measures. To better understand the nature ofeffective collaboration of university students in blended courses, the current study drew onthe student approaches to learning framework and social network analysis techniques. Weexamined how student approaches to inquiry, approaches to online learning technologies,perceptions of the blended learning environment, different learning outcomes andconfigurations of collaboration are related. The methodologies commonly used in studentapproaches to learning research identified deep and surface approaches to inquiry andtechnologies, positive and negative perceptions of the integration of the learningenvironment, and of online workload, which also showed logical alignment with relativelybetter and poorer academic achievement in the course. Based on approaches, perceptions,and learning outcomes, students were divided into groups orientated towards understandingversus reproducing learning. The social network analysis techniques revealed features ofdifferent configurations of collaborations by different groups of students and their choices asto whether and with whom to collaborate during the learning process. Nuanced differenceswere found amongst different configurations of collaborations.Implications for practice or policy:• When assessing student experience of collaboration, social network analysis techniquesmay be able to describe nuanced differences amongst different collaborativeconfigurations.• To encourage students’ collaboration, assessment tasks involving a large proportion ofmandatory collaborative activities should be considered.• To help student improve experience of collaboration, teachers may consider pairingstudents with a reproducing learning orientation with those having a deep disciplinaryunderstanding.
关键词：approaches to inquiry;approaches to using online learning technologies;perceptions of the blended learning environment;social network analysis;collaboration
