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Online learning experiences of new versus continuing learners: a large scale replication study

Li, Nai; Marsh, Vicky; Rienties, Bart and Whitelock, Denise (2017). Online learning experiences of new versus continuing learners: a large scale replication study. Assessment & Evaluation in Higher Education, 42(4) pp. 657–672.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/02602938.2016.1176989
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Abstract

A vast body of research has indicated the importance of distinguishing new versus continuing students’ learning experiences in blended and online environments. Continuing learners may have developed learning and coping mechanisms for “surviving” in such learning environments, while new learners might still need to adjust their learning approaches to the new learning context. In this large scale replication study, we investigated whether and how the learning satisfaction experiences of 16670 new versus 99976 continuing students were different. Using logistical regression modelling of learner satisfaction scores of 422 undergraduate blended and online modules (including 232 learner and module learning design variables), our findings indicated that new learners indeed differed subtly in their learning and teaching experiences across two consecutive academic years. The minor differences in key drivers between the 2014 and 2015 cohorts also indicate that institutions need to continuously monitor and act upon changing learning needs.

Item Type: Journal Item
Copyright Holders: 2016 Informa UK Limited
ISSN: 1469-297X
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetCLS-1814-02Quality Assurance Agency
Keywords: Online learning, learner satisfaction, learning design, logistical regression modelling.
Academic Unit/School: Other Departments > Marketing and SRFS
Other Departments
Learning and Teaching Innovation (LTI) > Quality Enhancement & Learning Analytics
Learning and Teaching Innovation (LTI)
Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 46012
Depositing User: Bart Rienties
Date Deposited: 14 Apr 2016 10:23
Last Modified: 25 Oct 2017 00:00
URI: http://oro.open.ac.uk/id/eprint/46012
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