NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ975659
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1470-3297
Learning Strategies in Web-Supported Collaborative Project
ChanLin, Lih-Juan
Innovations in Education and Teaching International, v49 n3 p319-331 2012
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory