Learning strategies in web-supported collaborative project
Learning strategies in web-supported collaborative project
复制标题
网络支持的协作项目中的学习策略
DOI：
10.1080/14703297.2012.703016
复制
发表时间：
2012
影响因子：
1.8
通讯作者：
Lih
中科院分区：
文献类型：
--
作者：
Lih
在大多数高等教育机构中，基于网络的学习促进了以计算机为媒介的互动和以学生为中心的学习。为了满足学术要求，学生们会制定适当的策略来支持学习。本研究的目的是：(1)考察学生的学习策略（由学习与学习策略量表[LASSI]评估）与学习成果和在线互动之间的关系；(2)观察学生在网络支持的协作项目中的策略发展。收集了定量和定性数据。研究结果显示，一些LASSI结构在预测学生在线学习成绩方面具有显著意义，包括：焦虑、时间管理、支持/材料的使用和测试策略（p < 0.05）。学生的互动与态度、动机、信息处理、主旨选择、支持/材料的使用和考试策略显著相关（p < 0.05）。除了LASSI，研究还确定了策略，包括：任务分析、信息利用、小组协调、自我审查和任务改进。
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 < .05). Students’ interaction significantly correlated with: attitude, motivation, information processing, selecting the main idea, use of support/material and test strategies (p < .05). In addition to LASSI, strategies were identified in the study, including: task analysis, information utilisation, group coordination, self-review and task refinement.