NDLI: Investigating relationships between features of learning designs and student learning outcomes

Please wait, while we are loading the content...

Investigating the influences of a LEAPS model on preservice teachers’ problem solving, metacognition, and motivation in an educational technology course

Investigating relationships between features of learning designs and student learning outcomes

FODEM: a multi-threaded research and development method for educational technology

Learners’ perceptions and illusions of adaptivity in computer-based learning environments

Developing causal understanding with causal maps: the impact of total links, temporal flow, and lateral position of outcome nodes

Designing for decision making

Experience of integrating web 2.0 technologies

Educational Technology Research and Development : Volume 60, Issue 1, February 2012

Educational Technology Research and Development : Volume 59

Educational Technology Research and Development : Volume 58

Educational Technology Research and Development : Volume 57

Educational Technology Research and Development : Volume 56

Educational Technology Research and Development : Volume 55

Educational Technology Research and Development : Volume 54

Educational Technology Research and Development : Volume 53

Educational Technology Research and Development : Volume 52

Educational Technology Research and Development : Volume 51

Educational Technology Research and Development : Volume 50

Educational Technology Research and Development : Volume 49

Educational Technology Research and Development : Volume 48

Educational Technology Research and Development : Volume 47

Educational Technology Research and Development : Volume 46

Educational Technology Research and Development : Volume 45

Investigating relationships between features of learning designs and student learning outcomes

Content Provider	Springer Nature Link
Author	McNaught, Carmel Lam, Paul Cheng, Kin Fai
Copyright Year	2011
Abstract	This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies were more extensively used. However, no relationship was found between learning design and the student performance in assessment tasks, possibly because of the limited assessment data that was examined.
Starting Page	271
Ending Page	286
Page Count	16
File Format	PDF
ISSN	10421629
Journal	Educational Technology Research and Development
Volume Number	60
Issue Number	2
e-ISSN	15566501
Language	English
Publisher	Springer US
Publisher Date	2011-10-20
Publisher Institution	Association for Educational Communications & Technology
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Learning design Web environment Student learning outcomes Student perceptions Assessment Educational Technology Learning & Instruction
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

The influence of the use of technology on student outcomes in a blended learning context

The effect of distance learning classroom design on student perceptions

Moving beyond means: revealing features of the learning environment by investigating the consensus among student ratings

Teacher–student interpersonal relationships in Indonesian lower secondary education: Teacher and student perceptions

Parent and student perceptions of classroom learning environment and its association with student outcomes

Student outcomes in inquiry: students’ perspectives

Multiculturalism Incorporated: Student Perceptions

Identifying students’ perceptions of the important classroom features affecting learning aspects of a design-based learning environment

Modeling the Relationship Between Perceptions of Assessment Tasks and Classroom Assessment Environment as a Function of Gender

Investigating relationships between features of learning designs and student learning outcomes

Similar Documents

The influence of the use of technology on student outcomes in a blended learning context

The effect of distance learning classroom design on student perceptions

Moving beyond means: revealing features of the learning environment by investigating the consensus among student ratings

Teacher–student interpersonal relationships in Indonesian lower secondary education: Teacher and student perceptions

Parent and student perceptions of classroom learning environment and its association with student outcomes

Student outcomes in inquiry: students’ perspectives

Multiculturalism Incorporated: Student Perceptions

Identifying students’ perceptions of the important classroom features affecting learning aspects of a design-based learning environment

Modeling the Relationship Between Perceptions of Assessment Tasks and Classroom Assessment Environment as a Function of Gender

Investigating relationships between features of learning designs and student learning outcomes