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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
2013 Impact Factor: 2.630
2013 SCImago Journal Rankings: 2.558
 
DOIhttp://dx.doi.org/10.1016/j.compedu.2010.05.015
 
ISI Accession Number IDWOS:000280985600025
 
ReferencesReferences in Scopus
 
DC FieldValue
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
2013 Impact Factor: 2.630
2013 SCImago Journal Rankings: 2.558
 
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
 
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Author Affiliations
  1. The University of Hong Kong
  2. Chinese University of Hong Kong