Procrastination and other learning behavioral types in e-learning and their relationship with learning outcomes
Procrastination and other learning behavioral types in e-learning and their relationship with learning outcomes
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DOI：
10.1016/j.lindif.2014.11.001
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发表时间：
2015-01-01
影响因子：
3.6
通讯作者：
Miyagawa, Hiroyuki
中科院分区：
文献类型：
--
作者：
Goda, Yoshiko;Yamada, Masanori;Miyagawa, Hiroyuki
这项纵向研究的目的是描述本科生在电子学习中的学习行为类型，并调查它们与整个学期学习成果的关系。在该研究的第一部分中，对日本一所国立大学的 441 名学生的学习进度可视化进行了分析。确定了七种不同类型的学习行为：（1）拖延，（2）学习习惯，（3）随机，（4）动力减弱，（5）早起，（6）V字形，（7）追赶。在本研究的第二部分中，分析了 226 名学生的数据。结果显示他们的学习类型和最终学习成果之间存在显着关系。表现出学习习惯类型的学生在测试中的得分显着高于拖延类型的学生。结果表明，规范学习（即形成学习习惯）可以提高学习效率，并在电子学习中带来更好的学习成果。 (C) 2014 Elsevier Inc. 保留所有权利。
The aims of this longitudinal study were to describe undergraduates' learning behavioral types in e-learning and to investigate their relationship to learning outcomes over an entire semester. In the first part of the study, 441 students at a national university in Japan were analyzed with regard to their visualization of learning progress. Seven distinct types of learning behavior were identified: (1) procrastination, (2) learning habit, (3) random, (4) diminished drive, (5) early bird, (6) chevron, and (7) catch-up. In the second part of this study, data from 226 students were analyzed. The results showed significant relationships between their learning type and ultimate learning outcomes. The students who exhibited the learning habit type scored significantly higher on the test than those students of the procrastination type. The results imply that regulated learning (i.e., forming a learning habit) could increase learning effectiveness and lead to better learning outcomes in e-learning. (C) 2014 Elsevier Inc. All rights reserved.