Overcoming process-blindness in the design of an online environment: Balancing cognitive and psycho-social outcomes

Abstract

Learning environment research can contribute to our understanding of how psychosocial processes need to be balanced with cognitive outcomes in the design of units of study. The research on Web-based learning supports the assumption that the nature of social interaction affects student outcomes and student perceptions of the quality of the learning experience. The purposeful this study is to examine student perceptions of psychosocial processes in a blended learning environment using a learning environment survey tool. Students assessed the environments as favourable, but found that the quality of dialogue and peer support offered did not meet their needs. Implications for online design are considered