The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome

Abstract

This study investigated the relations between students’ self-reported perceptions of the blended learning environment, their observed online learning strategies, and their academic learning outcomes. The participants were 310 undergraduates enrolled in an introductory course on computer systems in an Australian metropolitan university. A Likert-scale questionnaire was used to examine students’ perceptions. The digital traces recorded in a bespoke learning management system were used to detect students’ observed online learning strategies. Using the data mining algorithms, including the Hidden Markov Model and an agglomerative hierarchical sequence clustering, four types of online learning strategies were found. The four strategies not only differed in the number of online learning sessions but also showed differences in the proportional distribution with regard to different online learning behaviors. A one-way ANOVA revealed that students adopting different online learning strategies differed significantly on their final course marks. Students who employed intensive theory application strategy achieved the highest whereas those used weak reading and weak theory application scored the lowest. The results of a cross-tabulation showed that the four types of observed online learning strategies were significantly associated with the better and poorer perceptions of the blended learning environment. Specially, amongst students who adopted the intensive theory application strategy, the proportion of students who self-reported better perceptions was significantly higher than those reporting poorer perceptions. In contrast, amongst students using the weak reading and weak theory application strategy, the proportion of students having poorer perceptions was significantly higher than those holding better perceptions.

Virtual Interprofessional Education

“…Additionally, it is worth noting that the scales were designed differently, adding another layer to interpreting the results. Looking at virtual learning, Han and Ellis (2023) discovered that students with more positive perceptions of the learning environment tended to exhibit better academic performance. The interrater reliability was weak or nonexistent in roles and responsibilities, collaborative patient-/family-centered approach, and conflict management.…”

Online Learning Model to Improve the Students’ Achievement in Design of Information and Communication Technology

“…The online learning environment plays a crucial role in tailoring students' learning experiences based on individual preferences. Research has shown that students' perceptions of the blended learning environment significantly impact their academic outcomes (Han & Ellis, 2023). Additionally, the Community of Inquiry (CoI) framework highlights the interaction of individual elements with the broader environment, emphasizing the importance of considering macro and meso levels in online learning (Arifeen, 2023).…”