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|Title:||Profiling Student Behaviour in a Blended Course: Closing the Gap Between Blended Teaching and Blended Learning|
|Citation:||Bos, N. R. & Brand-Gruwel, S. (2016, April). Profiling Student Behaviour in a Blended Course: Closing the Gap Between Blended Teaching and Blended Learning. Proceedings of the 8th International Conference on Computer Supported Education (CSEDU), Volume 2 (pp. 65-72). Rome, Italy: SCITEPRESS.|
|Abstract:||Blended learning is often associated with student-oriented learning in which students have varying degrees of control over their learning process. However, the current notion of blended learning is often a teacher- oriented approach in which the teacher identifies the used learning technologies and thereby creates blended teaching instead of blended learning (George-Walker & Keeffe, 2010). A more student-oriented approach is needed when designing blended learning as previous research has shown that students differ in their use of learning technologies within a blended learning setting. There is little insight into why students do or do not use certain learning technologies and what the consequences of these (un)conscious choices are in relation to student performance. The current study explores different usage patterns of learning resources by students in a blended course. It tries to establish causes for these differences by using dispositional data and determines the effect of different usage patterns on student performance. Dispositional data identifies what causes the gap between blended teaching and learning by showing how different groups of students use different learning resources, including learning technologies. Moreover it shows how these differences in use of learning resources eventually also reflect in differences in student performance.|
|Appears in Collections:||1. FEEEL Publications, books and conference papers|
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|2016 CSEDU conf proc Bos et al.pdf||310.71 kB||Adobe PDF||View/Open|
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