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Students’ approaches to groupwork in a blended course, associations with perceptions of the online environment and academic achievement – when is learning engaged?

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Abstract

University teachers provided first year Arts students with hundreds of cinematic images online to analyse as a key part of their predominantly face-to-face undergraduate course. This qualitative study investigates the extent to which the groups engaged in learning involving their analysis of the images and how this was related to their perception of the ICT-mediated environment. Interviews and questionnaires completed by students revealed that the extent of engaged learning was related to the quality of the approach to groupwork reported by the students, the quality of their approach to the analysis of the images and their perceptions of key aspects of the online environment which provided the images. The findings have implications for the design and approach to teaching best suited for students involved in groupwork and the use of ICT resources provided to promote engaged experiences of learning.

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Acknowledgments

The author would like to acknowledge and thank Dr Bruce Isaacs for his advice regarding the research site and Ms Vorsay for her research assistance.

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  1. Institute for Teaching and Learning, University of Sydney, 22 Codrington Street, Darlington, Sydney, 2006, Australia

    Robert A. Ellis

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  1. Robert A. Ellis
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Correspondence to Robert A. Ellis.

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Ellis, R.A. Students’ approaches to groupwork in a blended course, associations with perceptions of the online environment and academic achievement – when is learning engaged?. Educ Inf Technol 21, 1095–1112 (2016). https://doi.org/10.1007/s10639-014-9370-4

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  • DOI: https://doi.org/10.1007/s10639-014-9370-4

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