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Article: Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts
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TitleEngineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts
 
AuthorsEllis, RA2
Goodyear, P2
Calvo, RA2
Prosser, M1
 
KeywordsApproaches to learning
Conceptions of learning
Higher education
Learning through discussion
Online discussion
Phenomenography
 
Issue Date2008
 
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstruc
 
CitationLearning And Instruction, 2008, v. 18 n. 3, p. 267-282 [How to Cite?]
DOI: http://dx.doi.org/10.1016/j.learninstruc.2007.06.001
 
AbstractThis study focused on students' conceptions of and approaches to learning through face-to-face and online discussions. The study setting was a course in which students (N = 110) worked in small teams and in which team discussions took place both face-to-face and online. The design of the study involved a combination of in-depth interviews and self-completion questionnaires using open-ended questions and rating scales. The analysis adopted a phenomenographic approach, leading to the construction of categories for students' conceptions of and approaches to learning through discussions and the testing of associations between conceptions, approaches and course outcomes. Close associations were found between conceptions of learning through discussions with approaches to face-to-face and online discussions and with learning outcomes. © 2007 Elsevier Ltd. All rights reserved.
 
ISSN0959-4752
2013 Impact Factor: 3.079
2013 SCImago Journal Rankings: 3.361
 
DOIhttp://dx.doi.org/10.1016/j.learninstruc.2007.06.001
 
ISI Accession Number IDWOS:000256613400005
 
ReferencesReferences in Scopus
 
DC FieldValue
dc.contributor.authorEllis, RA
 
dc.contributor.authorGoodyear, P
 
dc.contributor.authorCalvo, RA
 
dc.contributor.authorProsser, M
 
dc.date.accessioned2010-09-06T10:10:00Z
 
dc.date.available2010-09-06T10:10:00Z
 
dc.date.issued2008
 
dc.description.abstractThis study focused on students' conceptions of and approaches to learning through face-to-face and online discussions. The study setting was a course in which students (N = 110) worked in small teams and in which team discussions took place both face-to-face and online. The design of the study involved a combination of in-depth interviews and self-completion questionnaires using open-ended questions and rating scales. The analysis adopted a phenomenographic approach, leading to the construction of categories for students' conceptions of and approaches to learning through discussions and the testing of associations between conceptions, approaches and course outcomes. Close associations were found between conceptions of learning through discussions with approaches to face-to-face and online discussions and with learning outcomes. © 2007 Elsevier Ltd. All rights reserved.
 
dc.description.natureLink_to_subscribed_fulltext
 
dc.identifier.citationLearning And Instruction, 2008, v. 18 n. 3, p. 267-282 [How to Cite?]
DOI: http://dx.doi.org/10.1016/j.learninstruc.2007.06.001
 
dc.identifier.doihttp://dx.doi.org/10.1016/j.learninstruc.2007.06.001
 
dc.identifier.epage282
 
dc.identifier.hkuros143368
 
dc.identifier.isiWOS:000256613400005
 
dc.identifier.issn0959-4752
2013 Impact Factor: 3.079
2013 SCImago Journal Rankings: 3.361
 
dc.identifier.issue3
 
dc.identifier.openurl
 
dc.identifier.scopuseid_2-s2.0-43049162530
 
dc.identifier.spage267
 
dc.identifier.urihttp://hdl.handle.net/10722/90398
 
dc.identifier.volume18
 
dc.languageeng
 
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstruc
 
dc.publisher.placeUnited Kingdom
 
dc.relation.ispartofLearning and Instruction
 
dc.relation.referencesReferences in Scopus
 
dc.subjectApproaches to learning
 
dc.subjectConceptions of learning
 
dc.subjectHigher education
 
dc.subjectLearning through discussion
 
dc.subjectOnline discussion
 
dc.subjectPhenomenography
 
dc.titleEngineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts
 
dc.typeArticle
 
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Author Affiliations
  1. The University of Hong Kong
  2. University of Sydney