Motivational characteristics of e-learning studentsKatarina Karalic
My research paper on the role of motivation in e-learning context. The study has confirmed that if students have mastery motivational orientation and are learning with combined classroom+remote virtual methodology will report better results and higher overall satisfaction.
My research paper was included in the European Distance and E-learning Network (EDEN) publication revisiting research, innovation and professional practice in distance and e-learning.
This paper was presented on EDEN (European Distance and E-learning Network) 2006 Annual Conference, E-competences for Life, Employment and Innovation, 14-17 June 2006, Vienna, University of Technology, Austria, Proceedings – ISBN 963 06 0063 3, Pages 320-324.
Motivational characteristics of e-learning studentsKatarina Karalic
My research paper on the role of motivation in e-learning context. The study has confirmed that if students have mastery motivational orientation and are learning with combined classroom+remote virtual methodology will report better results and higher overall satisfaction.
My research paper was included in the European Distance and E-learning Network (EDEN) publication revisiting research, innovation and professional practice in distance and e-learning.
This paper was presented on EDEN (European Distance and E-learning Network) 2006 Annual Conference, E-competences for Life, Employment and Innovation, 14-17 June 2006, Vienna, University of Technology, Austria, Proceedings – ISBN 963 06 0063 3, Pages 320-324.
Using Microsoft Excel’s powerful logical formulas to filter job applicants th...Healthcare consultant
For Human Resource Professionals, hiring is undoubtly one of the most important and time consuming tasks. As much as hiring the right person for the right job is of paramount importance, screening and filtering CV could be quite daunting task, especially when you have a lot of applicants to choose from.However,you can use Microsoft excel amazingly powerful formulas to filter job applicants and multiple criteria you have set. This word book shows you exactly how it is done.
In October of 2015, USCIS released draft policy guidance regarding the evaluation of extreme hardship. One part of the memo discusses certain special circumstances that would weigh heavily in finding extreme hardship.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...AJSERJournal
Grammar teaching and learning play important roles in English acquisition. However, Vietnamese
educational system still favors grammar written tests to evaluate students’ English proficiency. Therefore, students
tend to learn more about language forms rather than meaningful language use. This has no doubt resulted in students’
poor communicative ability.
Task-based language teaching (TBLT) is a suitable teaching approach, if applied to teach grammar for teenager
students, it will not only promote their communicative ability but also instruct them to use grammar correctly and
comprehensively.
In other words, teachers use TBLT to balance the learning process in which learners both fulfill meaningful
communicative tasks and comprehend linguistic forms. In spite of the benefits brought to learners by TBLT, they are still
in theory. Therefore, in order to bridge the gap between theory and practice, it is essential to conduct a study which can
prove the effectiveness of applying TBLT. As the matter of fact, the research question is ‘How do students respond to
grammar learning with TBLT?’ The objective of this work can only be achieved by collecting and analyzing data, so
choosing research methods has to be done accurately and carefully
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
In recent years, role-play activities have been widely used in the ESL/EFL classroom as an effective
teaching method. This research paper aimed to investigate how group work role play activities can produce effect on
students’ accuracy in speaking skill as well as how students get involved in the activities at Dong Nai Technology
University. The experiment lasted in eight weeks and about fifteen students took part in this project. Oral tests were
designed at the end of the experiment to measure students’ improvement. In addition, three research methods
employed in my research were observation, semi-structured group interview and students’ diaries in order to perfectly
understand how group work role play activities affected the participants and their attitude toward role play. The
research paper came up with a positive result that all students participated in the activities and generated strong
motivation in the classroom. As the research observed, the lessons with role play seem to be more interesting and
attractive. In the contrast, an unexpected outcome was that role play could help improve students’ fluency but not
accuracy. This paper points out both strong and weak aspects of using group work role play in improving students’
accuracy in speaking English. Based on the principal findings, conducting this research greatly affects our future
practice as teachers. We believe that this research can help us respond to new challenges and become a better
practitioner. As a consequence, this process would make tremendous impacts on our future practice
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
Learner and Instructional Factors Influencing Learning Outcomes within a Blen...Zalina Zamri
This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
150
Turkish Online Journal of Distance Education-TOJDE October 2014 ISSN 1302-6488 Volume: 15 Number: 4 Article 8
STUDENTS’ PERCEPTION and BEHAVIOR
of ACADEMIC INTEGRITY:
A Case Study of a Writing Forum Activity
Visara EKAHITANOND
Language Institute
Bangkok University, THAILAND
ABSTRACT
The use of online tools such as forum has helped instructors develop courses that are
engaging and challenging. However, instructors want to ensure that all students
maintain academic integrity when they were assigned to work in an online community.
This paper investigated students’ perception and behavior of academic integrity in an
online discussion forum. Data were collected from 160 students enrolled in a
fundamental English course who were assigned to post and respond to the topics in a
forum. A survey was administered to measure how students perceived ‘academic
integrity’ as well as to investigate students’ experience of violating academic integrity. A
semi-structured interview was further conducted with the involved participants to find
out the reasons behind their performance. The findings revealed that students perceived
some misconduct actions as not cheating, leading to behaviors of academic dishonesty.
As such, students should be informed more about what they can or cannot do in order not
to commit academic dishonesty.
Keywords: Academic integrity, online discussion, learning management system
INTRODUCTION
Technological skill, besides English language competence, is another vital qualification
expected for Thai graduates. They are required to employ information and
communications technology in data analysis, information receivability, and presentation
skills. Therefore, most educational institutions offer further supports on the use of
computer technology as a learning tool and medium. The incoming of technologies in
computer networking facilitates language instructors to alter their practice in computer
uses in classroom. Numbers of on-line tools like e-mails, synchronous CMC, and
discussion forums are more implemented in languages courses. The Internet, of course,
promotes autonomous learning (Chapelle, 2001).
Learning Management Systems (LMS) refers to server-based software that administrates
access and provides on-line learning resources via a standard web browser. Blackboard
and Moodle are commonly used in tertiary education (Schroeder, Minocha, & Schneider, 2010).
151
Most instructors consider the tools applicable and helpful for students’ learning,
activities, testing, practice, access to materials, scoring, keeping tracks, and receiving
feedback from teachers and peers. A discussion forum is a widely recognized tool in the
LMS. Instructors and learners can share their opinions on the electronic platform and
interchange .
Running head Action Research Action Research PlanIntro.docxjoellemurphey
Running head: Action Research
Action Research Plan
Introduction
Learning is determined by a number of factors, some of which are environmentally related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned. However, there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory’ has been responsible for the growing apathy towards learning. I believe that student interaction helps students to learn and gain skills and knowledge that provides them with the foundation for.
This study will also increase the knowledge of teachers about particular types of child-teacher interactions that encourage the development of young students. I have chosen a research participant who currently teaches 7th grade at a local middle school in Cleveland Ohio. By choosing my research participant in a K-12 setting, I will attempt to show in my research study that conducting action research for student interaction; can be a rewarding experience for teachers and can lead to new ideas and strategies to promote student success. It is for this reason that I have chosen to conduct this type of action research plan to see if it can improve learning. I am suggesting that one of the ways is by increasing the awareness and importance of student interaction.
Context
The research participant I have chosen is at Euclid Central Middle in Ohio. I have decided to choose my participant because of my previous background where I worked for an after-school academic enrichment organization where we had an academic campus at the same middle school. After visiting classrooms during school hours, it became apparent to me that the classes that I visited all suffered from similar issues. After talking to Mrs. Copez-Minor, who was in her first year of teaching at the time; she stated that student interaction and involvement was one of the biggest issues many teachers at Euclid Central had encountered. Euclid Central Middle School is a part of the Euclid City School’s district, which is an inner-ring suburb of Cleveland Ohio. From information compiled by the National Center for Education Statistics; the school has a total of 579 students. Over 80 percent of the students at Euclid Central Middle School, are identified as African-American, making up the majority of the student body. The majority of the student body for the Euclid school district is made up of over 80 % African-American students, so Euclid Central, fundamentally has the same ethnic circulation contrasted with different schools in the city. (National Center for Education Statistics, 2013). The demographic breakdown of Euclid Central Middle School is radically unique in relation to that of a regular school in the condition of Ohio, which is comprised of 16.2% African-American students by and large.
Participant Justification (Population Choice)
I have chosen the populati ...
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
Similar to Wang Ke_Angela_1507394_students perceptions of blended learning environment and their preferences in particular learning en (20)
Wang Ke_Angela_1507394_students perceptions of blended learning environment and their preferences in particular learning en
1. 1
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Students’ perceptions of blended learning environment and their preferences
in particular learning environment with respect to academic performance
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3. 3
Students’ perceptions of blended learning environment and their preferences in particular
learning environment with respect to academic performance
Abstract
This research aims to investigate students’ perceptions of blended learning environment and
their preferences in particular learning environment with respect to academic performance. The
research was conducted on Year one students in an international university. A questionnaire
was applied to collect data. Results show students were satisfied with blended learning
environment for easier access to learning materials, increased interaction and more solid course
understanding, but remarked negatively on engagement. Also, evidence revealed that students’
preferences had minor relationship with their academic performance, but differed according to
learning patterns. In particular, students’ help-seeking behavior changes under blended learning
environment in a complicated way. Therefore, the university could help enhance students’
learning strategies and self-regulation to prepare them to adapt to blended learning
environment.
Introduction
Background:
The universal use of technology has unavoidably impacted higher education system, offering
new pedagogical approaches for learners through online resources (Ioannou et al., 2015).
Therefore, in most universities, where students are supported by web-based instruction out of
class and are meanwhile involved in synchronous face-to-face learning environment, an
integration of online learning environment (OLE) and traditional face-to-face learning
environment (FLE), also referred to as blended learning environment (BLE) is flourishing
(Farley, Jain & Thomson, 2011 cited in Owston, York & Murtha, 2012).
According to Chang and Fisher (2003 cited in Gecer, 2013), students’ satisfaction level in
learning environment is significant for them to acquire knowledge. Also, since students start
forming their learning habits once they enter a new environment, their first year in the
4. 4
university would lay the foundation for their following study (Huon et al., 2007). Hence, the
investigation into students’ perspectives of learning environments can be advisory comments for
the university to provide necessary support for students.
Published research has demonstrated that students have greater satisfaction with blended
learning environment due to its advantages combined with online and face-to-face learning,
including increased flexibility, abundance of learning materials, and higher learner autonomy
(Farley, Jain & Thomson, 2011 cited in Owston, York & Murtha, 2013). Nonetheless, some
experts argued technology use in university might hinder the implementation of pedagogies.
Bliuc et al. (2011) proposed that students tend to think in a more critical way in face-to-face
learning than in online learning, because they appear to consider online discussion as a required
task but not a valued learning component.
Also, since most Chinese students are only exposed to face-to-face learning environment in
their earlier study experience, the shift of learning environment can produce changes in their
learning patterns and practices especially with the increase of technology use in education
(Huon et al., 2007). Academic help-seeking is acknowledged to be a useful learning strategy
positively related to students’ academic performance, but prior study indicated that university
students avoid using it in face-to-face learning environment, mainly because seeking help might
be perceived as lack of competence. Such concern would be relieved under OLE, so it is
reasonable to hypothesize students’ help-seeking behavior would change under OLE (Dabbagh
& Kitsantas, 2004).
On the basis of the consensus of experts that students’ attitudes towards learning environment
essentially influence the efficacy of learning, students’ perspectives should be taken seriously
(Akkoyunlu & Soylu, 2008). The research was conducted in Xi’an Jiao-tong Liverpool University
(XJTLU). XJTLU is an international joint university founded by Xi’an Jiao-tong University and the
University of Liverpool. Students here receive western education mode and can enjoy a
relatively more relaxing study atmosphere.
5. 5
Aims and hypotheses:
Described in this paper is a research aiming at analyzing XJTLU Year1 students’ perspectives of
blended learning environment and their preferences in particular learning environment with
respect to academic performance.
Three hypotheses are made in this study:
1. High academic achievers are more satisfied with blended learning environment.
2. Online learning environment is more accepted for high achievers to grasp knowledge
and interact with others.
3. Low achievers prefer online learning environment when they seek help.
Method
Sample:
The research was conducted in Xi’an Jiao-tong Liverpool University. 25 respondents were
randomly chosen and were all Year1 Chinese students who mainly experienced face-to-face
learning environment before they entered the university. 15 students scoring higher than 70
last semester were classified into high achievers and nine scoring lower than 70 were seen as
low achievers.
Materials:
The questionnaire (see appendix) containing three parts and 16 items was designed to carry
out the research. There were one demographic question, six Likert-style questions, three
dichotomous questions and six multiple choices questions. Questions in first part included
students’ perceptions of convenience, course understanding, interaction with tutors and
students, and engagement under BLE, all of which were factors that might affect students’
perspectives of learning environment (Poon, 2012). The second part investigated students’
preferences in particular learning environment for different learning patterns, including self-
study, tutorials and collaboration with peers. The last part was concerned students’ opinions on
help-seeking.
6. 6
Procedure:
The questionnaire was piloted before it was applied to use. By face-to-face interviewing, flaws
in the questionnaire were revealed. For example, without providing necessary background
information, respondents’ choices for preferred learning environment might not base on the
intention of improving academic performance, but of ridding suppression. The questionnaire
was modified basing on feedbacks collected in piloting.
Respondents were interviewed face-to-face and were given the explanation of each learning
environment in advance to avoid misunderstanding, then data were collected and analyzed
using EXCEL and presented in the form of tables, figures and verbal descriptions.
Results
Hypothesis1:
Students’ satisfaction of blended learning environment was evaluated by answering five-point
Likert-type questions in four aspects: convenience in acquiring learning materials, course
understanding, interaction with tutors and students and engagement. Table1 shows the
percentages of students’ choices. Except for engagement, students’ perspectives towards other
three aspects were mainly positive, which partly confirmed the hypotheses. Data revealed
unobvious differences between choices of high and low achievers. It is possible to imply that
generally XJTLU Year1 students were satisfied with blended learning environment regardless of
academic performances.
Convenience Course
understanding
Interaction Engagement
Percentage
Choices
High
achievers
Low
achievers
High
achievers
Low
achievers
High
achievers
Low
achievers
High
achievers
Low
achievers
Strongly
agree
73% 78% 13% 19% 33% 44% 0 0
Agree 27% 22% 80% 73% 60% 48% 0 0
Nurture 0 0 7% 8% 7% 8% 7% 11%
Disagree 0 0 0 0 0 0 73% 78%
Strongly
disagree
0 0 0 0 0 0 20% 11%
7. 7
Table1: Students’ perceptions of different aspects of blended learning environment
Hypothesis2:
The questionnaire asked about students’ preferred learning environment for self-study, tutorials
and collaboration with peers. Overall, about two thirds of students for both high and low
achievers believed that self-study under OLE rather than lectures under FLE contributed more
to their grasp of knowledge. Further to self-study, Figure1 illustrates the percentages of
students’ habits of independent study under OLE. 67% high achievers reported that they
usually accelerated their learning paces by online resources, and so did 65% low achievers.
Correspondingly, those using online tools also had a habit of further study online out of class.
Figure1: Independent study under OLE
Students’ choices were quite reverse for attending tutorials. 14 out of 15 high achievers and
eight out of nine low achievers preferred face-to-face tutorials. In addition, all respondents said
they would prefer FLE to collaborate with peers. The difference of choices between high and
low achievers was not obvious, but apparently their choices changed with different learning
patterns, which negated the hypothesis.
accelerating learning paces
using online resources
further study using online
resources
high achievers (15 in total) 67% 67%
low achievers (9 in total) 65% 65%
67% 67%65% 65%
0%
10%
20%
30%
40%
50%
60%
70%
80%
IndependentstudyunderOLE
high achievers (15 in total) low achievers (9 in total)
8. 8
Students’ perceptions of self-regulation was similar to that of engagement. Figure2 illustrates
over a half respondents for both high and low achievers disagreed with better self-regulation
under OLE. The coincidence between students’ self-regulation and engagement might indicated
some links.
Figure2: Students’ perceptions of gaining better self-regulation under OLE
Hypothesis3:
24 out of 25 respondents believed the positive effect on their academic performance of seeking
help from tutors, nonetheless, the frequency of help-seeking failed to raise correspondently.
Figure3 depicts the percentages of students’ frequency of seeking help, in which outer and
inner circles represents low and high achievers respectively. 47% high achievers and 44% low
achievers sought help from tutors face-to-face more than once a week, and a substantial
portion of students never asked for help. Moreover, only five respondents considered it easier
to express questions clearly in an online format.
strongly
agree
6%
agree
24%
neutral
18%disagree
10%
strongly
disagree
42%
PERCEPTIONS OF SELF-
REGULATION UNDER OLE FOR
HIGH ACHIEVERS
strongly
agree
11%
agree
0%
neutral
24%
disagree
12%
strongly
disagree
53%
PERCEPTIONS OF SELF-
REGULATION UNDER OLE FOR
LOW ACHIEVERS
9. 9
Figure3: Percentages of students’ frequency of seeking help
Figure4 illustrates some factors that might influence help-seeking behavior and the percentages
of students who would consider them before seeking help. Both high and low achievers cared
much about promptness, convenience, and the credibility of answers. Contrary to earlier
research, only 13% of high achievers and a slight more for low achievers, 22%, worried about
others’ opinions. Seemingly threat of being perceived as incompetent is not what impedes
students to seek help, but from the data it is difficult to explain why students avoid seek help.
47%
33%
7%
13%
44%
22%
22%
12%
Frequency of seeking help fromtutors
at least once a week
about once a week
about once a semester
never
Outercircle:Low achievers
Innercircle:Highachievers
10. 10
Figure4: Percentages of respondents who will consider these factors when seeking help
Discussion
Results pertaining to students’ opinions of blended learning environment both negate and
support the first hypothesis. Students were satisfied with easier access to learning materials,
better course understanding and interaction with tutors and students under BLE, and
engagement was the only exception. While the results contradict to the mainstream viewpoints
on students’ engagement in BLE, in fact it is possible that students show lower participation
under OLE than FLE (Caspi, Chajut & Saporta, 2008). In this research, students’ choices were
made based on the comparison between FLE which they experienced in high school and BLE
which they are currently exposed to, thus, the enhancement of technology use in learning could
be challenging for Year1 students. Students might encounter problems like independent
learning or simply lacking in necessary computer literacy skills, consequently failing to get
involved in online or blended courses (Banerjee, 2011). Additionally, Sun and Rueda (2012)
maintained that students’ self-regulation was closely correlated to their engagement, so
students’ negative remarks on self-regulation under OLE could explain their discontent of
engagement.
promptness convenience
credibility of
answers
worries about
others'
opinions
high achievers (15 in total) 60% 80% 58% 13%
low achievers (9 in total) 56% 78% 56% 22%
60%
80%
58%
13%
56%
78%
56%
22%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
percentage
Factors
Percentage of respondentswhowillconsiderthese factorswhen
seekinghelp
high achievers (15 in total) low achievers (9 in total)
11. 11
With respect to the second research question dealing with students’ preferences in particular
learning environment, evidence show that students’ preferences appeared to have minor
connection with their academic performance, but to be related to learning patterns. Students
preferred an online learning environment for independent study, while face-to-face learning
environment seemed to be more accepted for tutorials and collaboration with peers. Published
resources have demonstrated that in today’s higher education system, the role of tutors has
evolved from a knowledge-impactor to a guide who follows and facilitates students’ learning
process (Gecer, 2013). In consistence with the statement, results show that students
overwhelmingly attributed their grasp of knowledge to self-study under OLE rather than lectures
under FLE, which seemingly reveals a transition from teacher-centered learning to student-
centered learning. It is demonstrated by Chen et al. (2015) that unlike teacher-centered
learning where students passively absorb knowledge, student-centered learning requires
students to be equipped with critical thinking, and it can also enhance students’ intrinsic
motivation. Moreover, the literature suggested that blended learning environment can promote
self-paced and self-directed learning (Tomas et al., 2015). These assumptions could interpret
why a high portion of respondents reported that they would further their study and adjust
learning paces through online resources.
Students’ preference in FLE for tutorials aligns with previous research reporting that face-to-
face tutorials are helpful in strengthening students’ learning ability and addressing their
problems (Smyth et al., 2012). Nevertheless, students’ perception towards collaboration with
peers under OLE was contradictory to most statements that students would take positive
attitudes to collaborative learning in an online-supported learning environment (Azis, 2013). It
seems fair to say that both tutorials and collaboration with peers can be regarded as interaction
with others. Lack of self-regulation revealed in the results could be the reason why students
prefer interaction under FLE over OLE, as Cho and Kim (2013) claimed that self-regulation is
required to attain effective interaction in an online setting. Furthermore, according to Cho and
Kim (2013), instructors’ scaffolding can significantly impact students’ self-regulation of
interaction under online environment, but in this experiment it is uncertain to imply whether
tutors gave sufficient scaffolding in students’ interaction process. In all, it is indicated that
students’ choices for preferred learning environment reflect their intention for better academic
12. 12
performance by matching their personalized learning styles and avoiding environment that
might hinder their progress (Clayton, Blumberg & Auld, 2010).
Results for the last research question dealing with students’ preferred learning environment
when seeking help suggested that both high and low achievers realized the positive influence of
help-seeking but avoided seeking help under either learning environment. Earlier study set on
conventional learning environment demonstrated that students fear their need for help would
appear inferior to their peers (Dunn, Rakes & Rakes, 2014). This could explain that a higher
percentage of low achievers thought others’ opinions could be decisive factors when they
attempted to seek help. Nevertheless, it cannot fully explain the behavior of respondents in this
study since for both high and low achievers, worries about peers’ opinions when seeking help is
the last they would consider among four provided factors. Furthermore, communication
techniques under OLE allow students seek help covertly, which partly reduce students’ concern
for embarrassment. However, it generates a problem that expressing questions in an online
environment could not be as easy as that with the help of instructors face-to-face, which was
verified in this research (Mahasneh, Sowan & Nassar, 2012). Also, Dunn, Rakes and Rakes
(2014) have found that self-regulation has positive association with academic help-seeking for
both online and traditional learning. Students’ negative comment on their self-regulation might
be responsible for their reluctance of seeking help as well.
Conclusion
Summary:
In this research, students’ perspectives of blended learning environment and preferences in
particular learning environment were examined with respect to academic performance. Three
hypotheses are: 1) High academic achievers are more satisfied with blended learning
environment; 2) High achievers prefer online learning environment in the process of grasping
knowledge; 3) Online learning environment is more accepted for lower achievers to seek help
for higher academic performance.
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Results suggested that overall both high and low achievers were satisfied with BLE except for
engagement. Also, students’ preferences appeared unobvious connection with academic
performance, but could be related to learning patterns. Corresponding choices of preferred
learning environment were made to match students’ learning styles and optimize their learning
efficacy for different learning patterns. In particular, the evidence implied that although online
environment provides a means of both convenience and promptness that students value much,
it seemed not to critically increase the frequency of students’ help-seeking behavior.
Final comments:
An implication of this research is that while generally students are satisfied with blended
learning environment, for most students, the problem is low self-regulation under an online
environment. Therefore, it is suggested the cultivation of students’ self-regulation should be
emphasized by the university. Also, the university could provide training about computer skills
to ease the difficulty in adaptation of online learning for students. Since it is noticeable that
students’ self-regulation greatly affects their perspectives and behavior, further research should
be done to investigate the relationship.
Limitations:
However, this conclusion is tempered by several limitations. First, the sample size of students
was not large enough to obtain a widely common conclusion. Second, it is not clear whether
students reported their grades honestly because some students might consider the question
about their academic performance sensitive. Third, this research focuses only on how students
with different academic performance perceived on learning environments, so it is possible that
students’ practical action fails to correspond with their opinions. Any of these factors may
influence the objectivity and accuracy of this research.
References
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Appendix: Questionnaire
Definition: Online learning environment (OLE) includes various online resources both in
campus like online library, online homework, online discussion board and email and out of
campus like MOOC, TED and GOOGLE. Face-to-face learning environment (FLE) focuses on
physical interaction including lectures, tutorials, visiting tutors’ offices for help and so on.
Blended learning environment is a combination of OLE and FLE.
Scores of your major course in last semester:
0-70□ 70-100□
1. I think it is more convenient to acquire learning materials under BLE.
Strongly agree□ Agree□ Neutral□ Disagree□ Strongly disagree□
2. I think I can get more solid understanding of my course content under BLE.
Strongly agree□ Agree□ Neutral□ Disagree□ Strongly disagree□
3. I think the increase of interaction with tutors and students has positive effect on my
academic performance.
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Strongly agree□ Agree□ Neutral□ Disagree□ Strongly disagree□
4. I feel like my amount of interaction with tutors and other students increased under BLE.
Strongly agree□ Agree□ Neutral□ Disagree□ Strongly disagree□
5. I feel more engaged under BLE.
Strongly agree□ Agree□ Neutral□ Disagree□ Strongly disagree□
6. Which do you think contributes more to your understanding of course content?
Lectures under face-to-face learning environment□ Self-study mainly under online
environment□
7. Which learning environment do you prefer to collaborate with peers?
Online□ Face-to-face□ No preference□
8. In order to improve your academic achievement, which learning environment do you prefer
to attend tutorials?
Online□ Face-to-face□ No preference□
9. Do you have a habit of further study through resources out of class like MOOC, GOOGLE?
Yes□ No□
10. Do you use online resources to accelerate your learning process?
Yes□ No□ Usually I cannot exceed the arranged process□
11. Under OLE, I think I gain a better self-regulation compared with FLE.
Strongly agree□ Agree□ Neutral□ Disagree□ Strongly disagree□
12. I think seeking help from tutors help me get better academic performance.
Yes□ No□
13. How often do you seek help from your tutor face-to-face?
At least once a week□ Once a month□ Once a semester□ Never□
14. Do you think it easier to express your question clearly through emails or online discussion
in writing form?
Yes□ No□
15. Which factors do you think should be considered when you seek for help?
Promptness□ Convenience□ Credibility of answers□ Worry about others opinions□