Keywords

Ecological perspective, personalised learning network, interrelatedness, cognitive dimension, social dimension, material dimension, blended learning experience, university students

Abstract

In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to measure these elements in the blended learning experience and academic performance. Students reported qualitatively different cognitive engagement between an understanding and a reproducing learning orientation towards learning, which when combined with their choices of collaboration, generated five qualitatively different patterns of collaboration. The results revealed that students had an understanding learning orientation and chose to collaborate with students of similar learning orientation tended to have more successful blended learning experience. Their personalised learning networks were characterized by self-reported adoption of deep approaches to face-to-face and online learning; positive perceptions of the integration between online environment and the course design; the way they collaborated and positioned themselves in their collaborative networks; and they were more engaged with online learning activities in the course. The study had significant implications to inform theory development in learning ecology research and to guide curriculum design, teaching, and learning.

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Technical information

Received: 30-05-2019

Revised: 14-07-2019

Accepted: 01-08-2019

First Online: 15-11-2019

Publication date: 01-01-2020

Article revision time: 45 days | Average time revision issue 62: 40 days

Article acceptance time: 63 days | Average time of acceptance issue 62: 72 days

Preprint editing time: 171 days | Average editing time preprint issue 62: 176 days

Article editing time: 216 days | Average editing time issue 62: 221 days

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Han, F., & Ellis, R. (2020). Personalised learning networks in the university blended learning context. [Redes de aprendizaje personalizadas en contextos universitarios de aprendizaje semipresencial]. Comunicar, 62, 19-30. https://doi.org/10.3916/C62-2020-02

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