| Attributes | Values |
|---|
| rdf:type
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| Description
| - Blended learning is becoming a commonplace mode of instruction delivery in higher education courses. The purpose of this investigation is to determine whether the design of an online component of the blended learning course coupled with face-to-face instruction, had, in a local context, a positive influence on the students' self-directed learning and consequently on their performance. The study included 105 first-year students of the Bachelor's degree program who registered for the Introduction to Study Skills course, which, among others, was designed to develop the students' critical reading skills in the English language. The main focus of the research was on finding a possible interrelation between patterns in students' online work and the quality of their learning. The research consisted of two consecutive stages of both quantitative and qualitative data collection. First of all, in order to characterize the individual learners' online participation in on-line tasks as well as their course outcomes, descriptive statistics were used. The aim of this stage of the investigation was to ascertain whether there was a relation between the students' frequency of access to materials, activities, and practice, and their end-of-course test results. Then, individual, semi-structured interviews with selected students who represented extreme cases, i.e. those whose results demonstrated either success or failure in understanding the subject matter, were administered. This made it possible to identify some key facets of the study behaviour of both 'high-achievers' and 'low-achievers', as well as to detect the students' perceptions of their own engagement in self-directed learning. The results showed some substantial differences in the students' readiness to employ self-directed learning, which was also reflected in the inconsistent qualities of their academic performance.
- Blended learning is becoming a commonplace mode of instruction delivery in higher education courses. The purpose of this investigation is to determine whether the design of an online component of the blended learning course coupled with face-to-face instruction, had, in a local context, a positive influence on the students' self-directed learning and consequently on their performance. The study included 105 first-year students of the Bachelor's degree program who registered for the Introduction to Study Skills course, which, among others, was designed to develop the students' critical reading skills in the English language. The main focus of the research was on finding a possible interrelation between patterns in students' online work and the quality of their learning. The research consisted of two consecutive stages of both quantitative and qualitative data collection. First of all, in order to characterize the individual learners' online participation in on-line tasks as well as their course outcomes, descriptive statistics were used. The aim of this stage of the investigation was to ascertain whether there was a relation between the students' frequency of access to materials, activities, and practice, and their end-of-course test results. Then, individual, semi-structured interviews with selected students who represented extreme cases, i.e. those whose results demonstrated either success or failure in understanding the subject matter, were administered. This made it possible to identify some key facets of the study behaviour of both 'high-achievers' and 'low-achievers', as well as to detect the students' perceptions of their own engagement in self-directed learning. The results showed some substantial differences in the students' readiness to employ self-directed learning, which was also reflected in the inconsistent qualities of their academic performance. (en)
|
| Title
| - Self-directedness and critical reading skills in a blended learning course: Analysis and challenges
- Self-directedness and critical reading skills in a blended learning course: Analysis and challenges (en)
|
| skos:prefLabel
| - Self-directedness and critical reading skills in a blended learning course: Analysis and challenges
- Self-directedness and critical reading skills in a blended learning course: Analysis and challenges (en)
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| skos:notation
| - RIV/46747885:24510/12:#0000975!RIV14-MSM-24510___
|
| http://linked.open...avai/riv/aktivita
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| http://linked.open...avai/riv/aktivity
| |
| http://linked.open...vai/riv/dodaniDat
| |
| http://linked.open...aciTvurceVysledku
| |
| http://linked.open.../riv/druhVysledku
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| http://linked.open...iv/duvernostUdaju
| |
| http://linked.open...titaPredkladatele
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| http://linked.open...dnocenehoVysledku
| |
| http://linked.open...ai/riv/idVysledku
| - RIV/46747885:24510/12:#0000975
|
| http://linked.open...riv/jazykVysledku
| |
| http://linked.open.../riv/klicovaSlova
| - self-directed learning; autonomy; blended learning; motivation; academic performance (en)
|
| http://linked.open.../riv/klicoveSlovo
| |
| http://linked.open...ontrolniKodProRIV
| |
| http://linked.open...v/mistoKonaniAkce
| |
| http://linked.open...i/riv/mistoVydani
| |
| http://linked.open...i/riv/nazevZdroje
| - Proceedengs of the 11th European Conference on on-line learning
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| http://linked.open...in/vavai/riv/obor
| |
| http://linked.open...ichTvurcuVysledku
| |
| http://linked.open...cetTvurcuVysledku
| |
| http://linked.open...UplatneniVysledku
| |
| http://linked.open...iv/tvurceVysledku
| - Tůma, František
- Šaffková, Zuzana
|
| http://linked.open...vavai/riv/typAkce
| |
| http://linked.open...ain/vavai/riv/wos
| |
| http://linked.open.../riv/zahajeniAkce
| |
| issn
| |
| number of pages
| |
| http://purl.org/ne...btex#hasPublisher
| - Academic Publishing International Limited
|
| http://localhost/t...ganizacniJednotka
| |
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