Patterns of student collaborative learning in blended course designs based on their learning orientations: a student approaches to learning perspective

This study combines research methods from student approaches to learning research and social network analysis (SNA) to examine patterns of students’ collaborative learning based on their learning orientations amongst 193 postgraduates enrolled in a blended course. The study identified two distinct learning orientations, namely ‘understanding’ and ‘reproducing’, which differed in approaches to learning through inquiry, approaches to using online learning technologies, perceptions of the online workload, and academic outcomes. On the basis of students’ learning orientations and their choice of whether to collaborate and with whom to collaborate, five networks representing five patterns of collaborative learning were found. From these, two did not reveal any collaboration (Understanding Alone and Reproducing Alone networks); and three revealed collaborations (Understanding Collaboration, Mixed Collaboration, Reproducing Collaboration networks). A range of SNA measures were calculated and revealed different features of the three collaboration networks. Viewed together, the combined methodologies suggest that the Understanding Collaboration network has more desirable features of collaboration, such as the intensity of collaboration, having closely knitted groups who tended to seek out and welcome peers and who tended to engage more often in both face-to-face and online modes. The study suggests that helping students adjust their learning orientations, designing some compulsory collaborative assessment tasks, and configuring the composition of collaborative groups are productive strategies likely to improve students’ experiences of collaborative learning.

Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis

Investigating on what school- and student-level factors are related to pupils’ learning orientations was the main purpose of this study. The study used a sample of 2917 middle school pupils across Turkey. The Test of Science Related Attitude, Learning Approach Questionnaire and the Achievement Motivation Questionnaire were utilised as data collection tools. Analysis revealed that there were significant differences in pupils’ learning orientations with respect to both meaningful learning orientation and rote learning orientation. When learning and motivational factors were examined it was found that performance goal orientation and learning goal orientation positively contributed to both meaningful learning and rote learning orientations. Upon examination of sub-dimensions of attitudes toward science, it was determined that the adaptation of scientific attitudes and leisure interest in science made positive and significant contributions to meaningful learning orientation while enjoyment of science lessons contributed to students’ meaningful learning orientation negatively. With respect to rote learning orientation, both adaptation of scientific attitudes and enjoyment of science lessons negatively contributed.

Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis

Investigating on what school- and student-level factors are related to pupils’ learning orientations was the main purpose of this study. The study used a sample of 2917 middle school pupils across Turkey. The Test of Science Related Attitude, Learning Approach Questionnaire and the Achievement Motivation Questionnaire were utilised as data collection tools. Analysis revealed that there were significant differences in pupils’ learning orientations with respect to both meaningful learning orientation and rote learning orientation. When learning and motivational factors were examined it was found that performance goal orientation and learning goal orientation positively contributed to both meaningful learning and rote learning orientations. Upon examination of sub-dimensions of attitudes toward science, it was determined that the adaptation of scientific attitudes and leisure interest in science made positive and significant contributions to meaningful learning orientation while enjoyment of science lessons contributed to students’ meaningful learning orientation negatively. With respect to rote learning orientation, both adaptation of scientific attitudes and enjoyment of science lessons negatively contributed.

Multidimensional profiles of learning orientations and school achievement: a person-oriented approach in middle-school students

A person-oriented approach was applied to the study of early adolescents’ learning orientations to identify different profiles and their association with school achievement. A total of 244 middle-school students (male: 128; female: 116; M-age ± SD = 12.51 ± .93) completed a self-report questionnaire to explore cognitive, metacognitive, and affective dimensions of learning orientations. School achievements were collected in a range of school subjects. Cluster analyses and one-way MANOVA were carried out to verify the existence of profiles. Chi-square tests were used to test the association between profiles of learning orientations and school achievement. The results showed two profiles differently associated with school achievement: students “Dragged by the current” (Profile 1) showed low school achievement across school subjects, meanwhile students “At the helm” (Profile 2) reached excellent school achievement. In promoting middle-school students’ achievement, it is important for teachers to consider students’ profiles of learning orientations.

The Learning Orientation of Mandarin among Third-year Students of Mandarin Study Program at Universitas Negeri Malang

The Mandarin Language Education Study Program at the Universitas Negeri Malang routinely reviews the curriculum once a year. The learning curriculum is intended to develop and be relevant to the needs of students at all time. One way to be able to adjust the curriculum to the needs of students is to know the learning orientation of students studying Mandarin. Hence, the purpose of this study was to determine the learning orientation of third-year students of Mandarin study program at the Universitas Negeri Malang in learning Mandarin. The supporting instruments used were questionnaire sheets and interview guidelines. Data were analysed using the Miles and Huberman analysis. The results show that there were four learning orientations in Mandarin, namely learning Mandarin because it is an important communication tool at this time; it is considered to be easier to get a job; the popularity of Mandarin; and Mandarin can increase self-confidence. Based on this, the orientation of learning Mandarin for third-year students of Mandarin study program at the Universitas Negeri Malang was extrinsic and instrumental. Keywords: learning orientation, Mandarin language, third-year students

Combining self-reported and observational measures to assess university student academic performance in blended course designs

This study combined the methods from student approaches to learning and learning analytics research by using both self-reported and observational measures to examine the student learning experience. It investigated the extent to which reported approaches and perceptions and observed online interactions are related to each other and how they contribute to variation in academic performance in a blended course design. Correlation analyses showed significant pairwise associations between approaches and frequency of the online interaction. A cluster analysis identified two groupings of students with different reported learning orientations. Based on the reported learning orientations, one-way ANOVAs showed that students with understanding orientation reported deep approaches to and positive perceptions of learning. The students with understanding orientation also interacted more frequently with the online learning tasks and had higher marks than those with reproducing orientation, who reported surface approaches and negative perceptions. Regression analyses found that adding the observational measures increased 36% of the variance in the academic performance in comparison with using self-reported measures alone (6%). The findings suggest using the combined methods to explain students’ academic performance in blended course designs not only triangulates the results but also strengthens the acuity of the analysis. Implications for practice or policy: Using combined methods of measuring learning experience offers a relatively more comprehensive understanding of learning. Combining self-reported and observational measures to explain students’ academic performance not only enables the results to be triangulated but also strengthens the acuity of the analysis. To improve student learning in blended course design, teachers should use some strategies to move students from a reproducing learning orientation towards an understanding orientation and encourage active online participation by highlighting the importance of learning online.

Assessing the Multidimensionality of Students’ Learning Orientations: The Use of LO-COMPASS for the Well-being and Scholastic Success

The twofold aim of the present study is to identify specific cluster-profiles of the learning orientations measured by «LO-COMPASS: Learning Orientation-Cognition Metacognition Participation Assessment»; and to create a psychometric rule to cluster the raw scores obtained by the student at the LO-COMPASS factorial dimensions into a specific cluster-profile. 183 middle-school students (91 males and 92 females) validly completed the original version of the LO-COMPASS Questionnaire. Confirmatory factor analysis and cluster analysis were conducted. LO-COMPASS measures four factors of students’ learning orientations. Furthermore, the instrument has been furnished with a psychometric rule to cluster the raw scores obtained by the student at the LO-COMPASS factorial dimensions into two profiles. The application of LO-COMPASS will allow educational psychologists and teachers to analyze middle-school students’ difficulties and problems, as well as strengths in their motivation to learn. The instrument will be useful at multiple levels: prevention, intervention, evaluation.