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

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TitleUnderstanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments
AuthorsKember, D1
McNaught, C2
Chong, FCY1
Lam, P2
Cheng, KF2
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
CitationComputers And Education, 2010, v. 55 n. 3, p. 1183-1192 [How to Cite?]
DOI: http://dx.doi.org/10.1016/j.compedu.2010.05.015
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.
ISSN0360-1315
2011 Impact Factor: 2.621
2011 SCImago Journal Rankings: 0.056
DOIhttp://dx.doi.org/10.1016/j.compedu.2010.05.015
ReferencesReferences in Scopus
DC Field
Value
dc.contributor.authorKember, D
dc.contributor.authorMcNaught, C
dc.contributor.authorChong, FCY
dc.contributor.authorLam, P
dc.contributor.authorCheng, KF
dc.date.accessioned2010-12-23T08:55:26Z
dc.date.available2010-12-23T08:55:26Z
dc.date.issued2010
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.
dc.description.natureLink_to_subscribed_fulltext
dc.identifier.citationComputers And Education, 2010, v. 55 n. 3, p. 1183-1192 [How to Cite?]
DOI: http://dx.doi.org/10.1016/j.compedu.2010.05.015
dc.identifier.citeulike7266286
dc.identifier.doihttp://dx.doi.org/10.1016/j.compedu.2010.05.015
dc.identifier.epage1192
dc.identifier.hkuros178141
dc.identifier.isiWOS:000280985600025
dc.identifier.issn0360-1315
2011 Impact Factor: 2.621
2011 SCImago Journal Rankings: 0.056
dc.identifier.issue3
dc.identifier.scopuseid_2-s2.0-77955553667
dc.identifier.spage1183
dc.identifier.urihttp://hdl.handle.net/10722/130530
dc.identifier.volume55
dc.languageeng
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
dc.publisher.placeUnited Kingdom
dc.relation.ispartofComputers and Education
dc.relation.referencesReferences in Scopus
dc.subjectComputer-mediated communication
dc.subjectInteractive learning environments
dc.subjectPedagogical issues
dc.subjectTeaching/learning strategies
dc.titleUnderstanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments
dc.typeArticle
Author Affiliations
  1. The University of Hong Kong
  2. Chinese University of Hong Kong