Quality experiences of inquiry in blended contexts – university student approaches to inquiry, technologies, and conceptions of learning

  • Robert A. Ellis University of Sydney

Abstract

Evaluating the quality of inquiry using technology in blended contexts at university is a complex phenomenon as there are many variables which could account for qualitative variation in the experience. This study looks at reasons for qualitative variation in the university student experience of inquiry using technologies. It considers approaches to inquiry and technologies, conceptions of learning and academic achievement. The results identify which aspects of the experience account for relatively more successful learning and which aspects of the experience tend to be related to less successful experiences. It offers a nuanced understanding of the contribution of technology to successful experiences. The results have implications for the design of activities which involve class and on-line contexts and the way we help students to be successful.

 

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Author Biography

Robert A. Ellis, University of Sydney

Director of eLearning, Learning Space

Office of the DVC(Education)

Univeristy of Sydney

Published
2014-08-03
How to Cite
Ellis, R. A. (2014). Quality experiences of inquiry in blended contexts – university student approaches to inquiry, technologies, and conceptions of learning. Australasian Journal of Educational Technology, 30(3). https://doi.org/10.14742/ajet.522