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Article: Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments

TitleUnderstanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments
Authors
KeywordsComputer-mediated communication
Interactive learning environments
Pedagogical issues
Teaching/learning strategies
Issue Date2010
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
Citation
Computers And Education, 2010, v. 55 n. 3, p. 1183-1192 How to Cite?
AbstractThis study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were investigated. Five hundred and ninety-five students taking these 21 courses completed a questionnaire which gave feedback on the extent of use of and quality of implementation of internet features, as well as their perception of the attainment of outcomes relating to approaches to learning, communication skills and understanding of content. A confirmatory factor analysis of scales pertinent to information presentation and constructive dialogue features showed a very poor fit to the data, indicating that the two types of function did not act in concert. Structural equation modelling was used to test instructional models in presage-process-product format for 'information' and 'dialogue' features. The information one showed a marginal fit to the data, but the dialogue one a very good fit. This shows that using the Internet for presenting information in a blended environment does not seem to effectively help students achieve learning outcomes. Using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content. © 2010 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/130530
ISSN
2015 Impact Factor: 2.881
2015 SCImago Journal Rankings: 3.143
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKember, Den_HK
dc.contributor.authorMcNaught, Cen_HK
dc.contributor.authorChong, FCYen_HK
dc.contributor.authorLam, Pen_HK
dc.contributor.authorCheng, KFen_HK
dc.date.accessioned2010-12-23T08:55:26Z-
dc.date.available2010-12-23T08:55:26Z-
dc.date.issued2010en_HK
dc.identifier.citationComputers And Education, 2010, v. 55 n. 3, p. 1183-1192en_HK
dc.identifier.issn0360-1315en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130530-
dc.description.abstractThis study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were investigated. Five hundred and ninety-five students taking these 21 courses completed a questionnaire which gave feedback on the extent of use of and quality of implementation of internet features, as well as their perception of the attainment of outcomes relating to approaches to learning, communication skills and understanding of content. A confirmatory factor analysis of scales pertinent to information presentation and constructive dialogue features showed a very poor fit to the data, indicating that the two types of function did not act in concert. Structural equation modelling was used to test instructional models in presage-process-product format for 'information' and 'dialogue' features. The information one showed a marginal fit to the data, but the dialogue one a very good fit. This shows that using the Internet for presenting information in a blended environment does not seem to effectively help students achieve learning outcomes. Using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content. © 2010 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compeduen_HK
dc.relation.ispartofComputers and Educationen_HK
dc.subjectComputer-mediated communicationen_HK
dc.subjectInteractive learning environmentsen_HK
dc.subjectPedagogical issuesen_HK
dc.subjectTeaching/learning strategiesen_HK
dc.titleUnderstanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environmentsen_HK
dc.typeArticleen_HK
dc.identifier.emailKember, D: dkember@hkucc.hku.hken_HK
dc.identifier.authorityKember, D=rp00911en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.compedu.2010.05.015en_HK
dc.identifier.scopuseid_2-s2.0-77955553667en_HK
dc.identifier.hkuros178141en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77955553667&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume55en_HK
dc.identifier.issue3en_HK
dc.identifier.spage1183en_HK
dc.identifier.epage1192en_HK
dc.identifier.isiWOS:000280985600025-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridKember, D=7004176224en_HK
dc.identifier.scopusauthoridMcNaught, C=6602145757en_HK
dc.identifier.scopusauthoridChong, FCY=36902906700en_HK
dc.identifier.scopusauthoridLam, P=7202366007en_HK
dc.identifier.scopusauthoridCheng, KF=28267486700en_HK
dc.identifier.citeulike7266286-

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