Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners’ learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one o...

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Bibliographic Details
Published in:Computers and education 2011-05, Vol.56 (4), p.961-968
Main Authors: Zhan, Zehui, Xu, Fuyin, Ye, Huiwen
Format: Article
Language:English
Subjects:
Classroom Techniques
College Freshmen
Communities
Computer Uses in Education
Computer-mediated communication
Cooperative/collaborative learning
Digital
Education
Electronic Learning
Intervention
Learning
Learning communities
Numerical control
On-line systems
Online
Online Courses
Post-secondary education
Questionnaires
Student Attitudes
Students
Teaching/learning strategies
Undergraduate Students
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Summary:The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners’ learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC, which required students to discuss their assignments and readings online and participate in certain online learning activities; the other one did not offer the OLC (NC: no online learning community), but required involving students in face-to-face discussion. Individual students’ learning styles were measured using Felder and Solomon’s Index of Learning Styles Questionnaire. Results indicated that both active and reflective learners in the OLC intervention performed significantly better than those who were in the NC intervention. Results also indicated that active learners performed significantly better than reflective learners in the NC intervention; however, reflective learners performed significantly better than active learners in the OLC intervention. No significant difference between active and reflective learners’ attitudes was found. These findings indicated that OLC might be an effective means for improving both active and reflective learners’ learning performance and attitudes; however, its effects on active learners might not be as great as on reflective learners.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2010.11.012