| 47885 |
Creator |
988e42a4ad32f24a3f8311a89515bcfc |
| 47885 |
Creator |
c9d52ef4a11ad1277436a89c20d0a5d4 |
| 47885 |
Creator |
ddfea09c87321f113cbedc1a102b844b |
| 47885 |
Creator |
480e8a34e82efe72669859ad8f018ff8 |
| 47885 |
Creator |
6130a111c22d0e3313b720eb82edf664 |
| 47885 |
Date |
2016 |
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Is Part Of |
repository |
| 47885 |
abstract |
One of the challenges facing higher education is understanding what counts for an
excellent educational outcome. Historically academic performance was a variable of
choice for measuring ‘excellence’ in education, but more recently a concept of learning
gain, which can be defined as change in knowledge, skills and personal development
across time (e.g., Andrews et al., 2011; Boyas et al., 2012) gained momentum. Educational
research also mainly looked at cognitive gain largely ignoring affective changes (attitude)
and behaviour (Tempelaar et al., 2015a). Current research aims to address this gap
by developing and testing an Affective-Behaviour-Cognition model of learning gains
using longitudinal multilevel modelling. The learner-generated affective-behaviour-cognition
data was retrieved from university database for 80,000+ undergraduate students who
started their degree in autumn 2013/14. The preliminary multilevel modelling revealed
that cognitive and behaviour learning gains are well explained by the hypothesised
Affective-Behaviour-Cognition model, whereas the more complex affective learning gains
model needs further refinement. The main strength of this research is that approach
used is a practical and scalable solution that could be used by teachers, learners,
higher education institutions and the sector as a whole in facilitating students’
learning gains by further improving and personalising provision of higher education. |
| 47885 |
authorList |
authors |
| 47885 |
presentedAt |
ext-e4e6ba98a12edc6656e12e669b49757e |
| 47885 |
status |
peerReviewed |
| 47885 |
uri |
http://data.open.ac.uk/oro/document/535181 |
| 47885 |
uri |
http://data.open.ac.uk/oro/document/535184 |
| 47885 |
uri |
http://data.open.ac.uk/oro/document/535185 |
| 47885 |
uri |
http://data.open.ac.uk/oro/document/535186 |
| 47885 |
uri |
http://data.open.ac.uk/oro/document/535187 |
| 47885 |
uri |
http://data.open.ac.uk/oro/document/535188 |
| 47885 |
uri |
http://data.open.ac.uk/oro/document/542734 |
| 47885 |
type |
AcademicArticle |
| 47885 |
type |
Article |
| 47885 |
label |
Rogaten, Jekaterina ; Rienties, Bart ; Whitelock, Denise ; Cross, Simon and Littlejohn,
Allison (2016). A multi-level longitudinal analysis of 80,000 online learners: Affective-Behaviour-Cognition
models of learning gains. In: Emerging Methodologies in Educational Research: Book
of Abstracts, Maastricht University, Maastricht, p. 25. |
| 47885 |
label |
Rogaten, Jekaterina ; Rienties, Bart ; Whitelock, Denise ; Cross, Simon and Littlejohn,
Allison (2016). A multi-level longitudinal analysis of 80,000 online learners: Affective-Behaviour-Cognition
models of learning gains. In: Emerging Methodologies in Educational Research: Book
of Abstracts, Maastricht University, Maastricht, p. 25. |
| 47885 |
Publisher |
ext-9ca664c6597b432e3694542815070fa6 |
| 47885 |
Title |
A multi-level longitudinal analysis of 80,000 online learners: Affective-Behaviour-Cognition
models of learning gains |
| 47885 |
in dataset |
oro |