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Adopting relational perspectives on university student learning, this research identified patterns of varying quality of learning through blended discussions. It investigated associations amongst conceptions of learning through discussions, approaches to face-to-face and online discussions, and academic achievement amongst two cohorts of postgraduates (N = 387 and N = 184) in the same business course over two consecutive years in an Australian university. Inclusion of two studies allowed an examination of the extent to which the relationships amongst variables were consistent and stable. The two studies showed logical and stable relationship amongst key variables: cohesive conceptions of learning through discussions were positively linked with deep approaches that students adopted towards discussions in class and online, which also related positively to better academic achievement. Our results suggest that university instructors should help learners see values of learning through blended discussions and explicate how the face-to-face and online discussions are integrated.
Han et al. (Fri,) studied this question.