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Individual differences in students' use of optional learning resources

journal contribution
posted on 21.10.2011 by Matthew Inglis, Aruna S. Palipana, Sven Trenholm, John P. Ward
We investigated ways in which undergraduates use optional learning resources in a typical blended learning environment. Specifically, we recorded how often students attended live face-to-face lectures, accessed online recorded lectures, and visited a mathematics learning support centre during a multivariate calculus course. Four distinct study strategies emerged, but surprisingly none involved making heavy use of more than one resource. In contrast with some earlier research, the general strategy a student adopted was related to their academic achievement, both in the multivariate calculus course, and in their degree programme more widely. Those students who often accessed online lectures had lower attainment than those who often attended live lectures or the support centre. We discuss the implications of these findings and suggest that ‘blended teaching environments’ may be a more accurate description for what have previously been called ‘blended learning environments’.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

INGLIS, M. ... et al, 2011. Individual differences in students' use of optional learning. Journal of Computer Assisted Learning, 27 (6), pp. 490-502

Publisher

© Wiley Blackwell

Version

AM (Accepted Manuscript)

Publication date

2011

Notes

This article is closed access, it was published in the serial, Journal of Computer Assisted Learning [© Wiley Blackwell]. The definitive version is available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2011.00417.x/abstract

ISSN

0266-4909

Language

en

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