Abstract
This study sought to investigate four separate issues regarding student performance in a blended learning
environment in the delivery of a Psychology course to 140 University undergraduates. Firstly, to investigate the
relationship between student performance on three different coursework assignments and their performance on interim
online assessments. Secondly, to investigate the relationship between student performance on coursework assignments
and their perceptions of online community. Thirdly, to investigate the relationship between students’ online community
scores and their engagement with an online assessment. Finally, to look at the relationship between students’ cognitive
information processing style and coursework performance. The findings revealed that student coursework performance
was positively related to their engagement with the online assessments. Furthermore, student online community scores
were related to their coursework performance as was cognitive style. The results are discussed in terms of a
consideration of these three factors in course design within a blended learning framework.
environment in the delivery of a Psychology course to 140 University undergraduates. Firstly, to investigate the
relationship between student performance on three different coursework assignments and their performance on interim
online assessments. Secondly, to investigate the relationship between student performance on coursework assignments
and their perceptions of online community. Thirdly, to investigate the relationship between students’ online community
scores and their engagement with an online assessment. Finally, to look at the relationship between students’ cognitive
information processing style and coursework performance. The findings revealed that student coursework performance
was positively related to their engagement with the online assessments. Furthermore, student online community scores
were related to their coursework performance as was cognitive style. The results are discussed in terms of a
consideration of these three factors in course design within a blended learning framework.
| Original language | English |
|---|---|
| Pages (from-to) | 127-132 |
| Number of pages | 6 |
| Journal | The Electronic Journal of e-Learning |
| Volume | 4 |
| Issue number | 2 |
| Publication status | Published - 2006 |
Keywords
- community
- cognitive style
- interim assessment
- computer mediated communication
- educational technology
- online courses
- electronic learning
- academic achievement
- blended learning
- multiple choice tests
- undergraduate students
- higher education
- psychology
- learner engagement
- questionnaires
- individual differences