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Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments

Citation

Kember, DR and McNaught, C and Chong, FCY and Lam, P and Cheng, KF, Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments, Computers and Education: An International Journal, 55 pp. 1183-1192. ISSN 0360-1315 (2010) [Refereed Article]

DOI: doi:10.1016/j.compedu.2010.05.015

Abstract

This study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were investigated. Five hundred and ninety-five students taking these 21 courses completed a questionnaire which gave feedback on the extent of use of and quality of implementation of internet features, as well as their perception of the attainment of outcomes relating to approaches to learning, communication skills and understanding of content. A confirmatory factor analysis of scales pertinent to information presentation and constructive dialogue features showed a very poor fit to the data, indicating that the two types of function did not act in concert. Structural equation modelling was used to test instructional models in presage-process-product format for 'information' and 'dialogue' features. The information one showed a marginal fit to the data, but the dialogue one a very good fit. This shows that using the Internet for presenting information in a blended environment does not seem to effectively help students achieve learning outcomes. Using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content. © 2010 Elsevier Ltd. All rights reserved.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Kember, DR (Professor David Kember)
ID Code:84495
Year Published:2010
Web of Science® Times Cited:39
Deposited By:Education
Deposited On:2013-05-15
Last Modified:2013-05-15
Downloads:0

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