Literaturnachweis - Detailanzeige
Autor/inn/en | Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Piggott, Leanne |
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Titel | A Blended Learning Approach to Teaching Foreign Policy: Student Experiences of Learning through Face-to-Face and Online Discussion and Their Relationship to Academic Performance |
Quelle | In: Computers & Education, 56 (2011) 3, S.856-864 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0360-1315 |
DOI | 10.1016/j.compedu.2010.10.027 |
Schlagwörter | Student Attitudes; Academic Achievement; Interviews; Foreign Policy; Teaching Methods; Student Experience; Computer Mediated Communication; Group Discussion; Synchronous Communication; Foreign Countries; Higher Education; Questionnaires; Student Reaction; Phenomenology; Models; Australia Schülerverhalten; Schulleistung; Interviewing; Interviewtechnik; Außenpolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Computerkonferenz; Gruppendiskussion; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Schülerkritik; Phenomenological psychology; Phänomenologie; Psychologie; Analogiemodell; Australien |
Abstract | This article presents research on students' experiences of learning through a blend of face-to-face and online discussion. The participants in our study were students enrolled in a foreign policy course at a major Australian university. Students' conceptions of learning through discussion, and their approaches to both face-to-face and online discussion, were elicited through open-ended questionnaires and semi-structured interviews. Students' responses to both open-ended questionnaires and interviews were analysed using a phenomenographic framework. Qualitative variations in students' conceptions and approaches were categorised and were found to form a hierarchy. Subsequent quantitative analysis found associations between students' conceptions of learning through discussion, their approaches to both face-to-face and online discussion and their academic performance (as indicated by the final mark for the course). Implications for teaching and further research are discussed. (Contains 7 tables.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |