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Li, Nai; Marsh, Vicky; Rienties, Bart and Whitelock, Denise
(2017).
DOI: https://doi.org/10.1080/02602938.2016.1176989
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.
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About
- Item ORO ID
- 46012
- Item Type
- Journal Item
- ISSN
- 1469-297X
- Project Funding Details
-
Funded Project Name Project ID Funding Body Not Set CLS-1814-02 Quality Assurance Agency - Keywords
- Online learning, learner satisfaction, learning design, logistical regression modelling.
- Academic Unit or School
-
Other Departments > Marketing and SRFS
Other Departments
Other Departments > University Secretary's Office
Institute of Educational Technology (IET) - Research Group
- ?? hwpra ??
- Copyright Holders
- © 2016 Informa UK Limited
- Depositing User
- Bart Rienties