LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Role, Sharon Joan
Languages: English
Types: Unknown
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
This study carried out as practitioner-research explores the new online collaborative learning experiences of a class of thirty-seven college students studying A-level chemistry in a blended learning context. It is a case-study with a multi-method interpretivist approach using observations, unsolicited meetings, VLE tracking system, students’ reflective journal, online informal discussions, questionnaires, focus groups and individual interviews. The students, used to traditional non-collaborative learning methods in the face-to-face class, demonstrated complex online behaviour patterns. Findings showed that the factors affecting these behaviours were of a situational, infrastructural and persona-related nature. Four key learning dispositions – resourcefulness, resilience, reciprocity and responsibility were identified as persona-related enablers. These dispositions were instrumental for changes in the students as learners. These included changes in epistemological beliefs, study patterns, study habits and above all, in learner roles and learning identities. Notable changes occurred in a group of learners who were initially reluctant to learn from the online environment. This study suggests that online learning can not only support a socio-constructive approach to learning to students in the online setting, but also induces similar student learning behaviours in the face-to-face class. The study also gives evidence of transformation in the academic and the positional student learning identities. The new interacting student learning identities projected a sense of belonging, of being valued and of connectedness in both the online and the face-to-face class community. This research is significant as a study of the impact of online experiences on college students in a blended learning context. Similar research contexts were scarce in the literature. It is valuable to the current teaching community in Malta, where the recent National Curriculum Framework (2012) has emphasised a socio-constructive approach to learning and where several educational institutions have started using VLEs to provide blended learning experiences.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 5.4 Theme 2: Infrastructural factors............................................................ 169
    • 5.4.1 Institutional issues .......................................................................... 170
    • 5.4.1.1 Unavailability of technology and time schedules.................... 170
    • 5.4.2 Outside college settings.................................................................. 171
    • 5.4.2.1 Poor connectivity and outdated computers.............................. 171
    • 5.4.2.2 Time-restricted Internet connections, computer failures and unavailability of the Internet............................. 171
    • 5.4.2.3 Restricted use of the Internet and the computer at home......... 172
    • 5.4.2.4 Non- Ideal working spaces at home......................................... 172
    • 5.4.3 Positive Infrastructural factors ....................................................... 173
    • 5.5 Theme 3: Persona-related factors.......................................................... 173
    • 5.5.1 Epistemological beliefs ................................................................... 175
    • 5.5.2.2 Lack of self-confidence to contribute to wholeclass online discussions ........................................................ 181
    • 5.5.3 Computer use skills ........................................................................ 184
    • 5.5.3.1 Reflection skills ....................................................................... 184
    • 5.5.3.2 Writing chemistry text using the keyboard.............................. 184
    • 5.5.4 Learning dispositions ..................................................................... 185
    • 5.5.4.1 Learning disposition of resourcefulness .................................. 185
    • 5.5.4.2.2 The journey of six Crescendo students..............................192
    • 5.5.4.3 Learning disposition of reciprocity.......................................... 203
    • 5.5.4.4.1 The disposition to take responsibility to manage one's learning ................................................... 208
    • 5.5.4.4.2 The disposition of taking responsibility for the learning of other students......................................... 211
    • 5.5.4.4.3 Conclusion: A learning disposition to be responsible for learning ................................................. 214
    • 5.5.4.5 The learning dispositions and changes in the students as learners.................................................................................. 214
    • 5.5.4.5.1 The three learner roles model............................................217
    • 5.5.4.5.2 The three learner roles in whole-class discussions ........... 218
    • 5.5.4.5.3 Evidence for the three learner roles model ....................... 222
    • 5.6 Conclusion - Part 1................................................................................ 224
    • 5.7 The impact of online learning on the learners .................................... 226
    • 5.8 Two Crescendo students' learning profiles........................................... 226
    • 5.9 The two figured worlds ......................................................................... 232
    • 5.10 The new learning identity ................................................................... 234
    • 5.10.1 The transformation of the academic identity................................ 238
    • 5.10.1.1 Competence ........................................................................... 239
    • 5.10.2.1 A persona-related positional identity..................................... 248
    • 5.10.2.2 An acted positional identity ................................................... 249
    • 5.10.2.3 A relational positional identity .............................................. 251
    • 5.10.3 The sub-identities influence each other........................................ 255
    • 5.10.4 Transformation in the face-to-face class ...................................... 256
    • 5.11 A model of the transformation of identities ........................................ 258
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article