Learning Strategies in Web-Supported Collaborative Project

Autor/in	ChanLin, Lih-Juan
Titel	Learning Strategies in Web-Supported Collaborative Project
Quelle	In: Innovations in Education and Teaching International, 49 (2012) 3, S.319-331 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2012.703016
Schlagwörter	Electronic Learning; Time Management; Online Courses; Learning Strategies; Task Analysis; Interaction; Educational Technology; Internet; Information Processing; Web Based Instruction; Computer Mediated Communication; Student Centered Curriculum; Colleges; Higher Education; Outcomes of Education; Active Learning; Student Projects; Cooperative Learning; Academic Achievement; College Students; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Zeitmanagement; Online course; Online-Kurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aufgabenanalyse; Interaktion; Unterrichtsmedien; Informationsverarbeitung; Web Based Training; Computerkonferenz; College; Hochschule; Fachhochschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Aktives Lernen; Schulprojekt; Kooperatives Lernen; Schulleistung; Collegestudent
Abstract	Web-based learning promotes computer-mediated interaction and student-centred learning in most higher education institutions. To fulfil their academic requirements, students develop appropriate strategies to support learning. Purposes of this study were to: (1) examine the relationship between students study strategies (assessed by Learning and Study Strategies Inventory [LASSI]) with their learning outcomes and online interaction and (2) observe the development of strategies among students in the web-supported collaborative project. Both quantitative and qualitative data were gathered. The results of the study revealed that some LASSI constructs were significant in predicting students' online learning achievement, including: anxiety, time management, use of support/material and test strategies (p less than 0.05). Students' interaction significantly correlated with: attitude, motivation, information processing, selecting the main idea, use of support/material and test strategies (p less than 0.05). In addition to LASSI, strategies were identified in the study, including: task analysis, information utilisation, group coordination, self-review and task refinement. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10