Exploring College Students' Perceptions of Learning and Online Performance in a Knowledge Building Environment

Autor/in	Hong, Huang-Yao
Titel	Exploring College Students' Perceptions of Learning and Online Performance in a Knowledge Building Environment
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 3, S.511-522 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0125-6
Schlagwörter	College Students; Student Attitudes; Online Courses; Educational Environment; Preservice Teachers; Preservice Teacher Education; Cooperative Learning; Questionnaires; Student Satisfaction; Instructional Effectiveness; Feedback (Response); Student Centered Learning; Teacher Education Programs + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Online course; Online-Kurs; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehramtsstudiengang; Lehrerausbildung; Kooperatives Lernen; Fragebogen; Unterrichtserfolg; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	This study examined students' perceptions of learning and online performance in a learning environment. The participants were 93 college students in a teacher-education program in a university. The online learning environment was designed based on knowledge building pedagogy and was utilized to help engage students in collaborative learning and knowledge work. A questionnaire on the perceptions of learning was employed to assess how students' viewed their online learning. The findings indicated that the students involved in a knowledge-building environment (as compared with non-knowledge-building environment) perceived their online learning as relatively more student-centered. Moreover, they were able to progressively provide one another with more elaborated feedback during discussion. Some implications regarding design of effective learning environments are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01