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.

本研究采用大学生学习的关系观点，通过混合讨论确定了学习质量不同的模式。它通过讨论研究了学习概念之间的关联，面对面和在线讨论的方法以及两个研究生群体（N  = 387和N）的学习成绩 = 184）连续两年在澳大利亚大学的同一商务课程中。两项研究的纳入允许检查变量之间的关系在何种程度上一致和稳定。两项研究显示出关键变量之间的逻辑和稳定关系：通过讨论进行的有凝聚力的学习概念与学生在课堂和在线讨论中采用的深层方法正相关，这也与更好的学业成绩正相关。我们的结果表明，大学教师应通过混合讨论帮助学习者看到学习的价值，并阐明面对面和在线讨论如何整合。