Stress in Japanese Learners Engaged in Online Collaborative Learning in English

Autor/inn/en	Jung, Insung; Kudo, Masayuki; Choi, Sook-Kyoung
Titel	Stress in Japanese Learners Engaged in Online Collaborative Learning in English
Quelle	In: British Journal of Educational Technology, 43 (2012) 6, S.1016-1029 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2011.01271.x
Schlagwörter	Foreign Countries; Self Efficacy; English (Second Language); Test Construction; Cultural Influences; Second Language Instruction; Educational Policy; Research Needs; Student Problems; Stress Variables; Cooperative Learning; Web Based Instruction; Instructional Design; Educational Technology; College Instruction; Instructional Effectiveness; Data Analysis; Online Surveys; Student Reaction; College Students; Student Attitudes; Computer Literacy; Blended Learning; Interviews; Student Surveys; Japan + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Testaufbau; Cultural influence; Kultureinfluss; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Forschungsbedarf; Studienproblem; Kooperatives Lernen; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Hochschullehre; Unterrichtserfolg; Auswertung; Schülerkritik; Collegestudent; Schülerverhalten; Computerkenntnisse; Interviewing; Interviewtechnik; Schülerbefragung
Abstract	Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university students using English in their online interactions, and to investigate the relationship between the learners' perceptions and these stress factors. It identified four key factors affecting stress in online collaboration: "Self-efficacy," "Instructional Design," "Technology Use" and "Collaborative Process." The implications of this finding for policy-making and practice are discussed and further research in this field is suggested. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10