Uporaba učnih strategij pri učenju iz e-virov in učni dosežki : magistrsko delo

Prem, Ivana (author), Peklaj, Cirila (mentor)

Samoregulacijsko učenje je eden izmed glavnih napovednikov učne uspešnosti. V e-okolju je v primerjavi z natisnjenim materialom to celo pomembnejše, saj takšno okolje učencu ponuja več izbir pri učenju, hkrati pa mu lahko odvrača pozornost od učenja. V magistrskem delu sem zato raziskovala: 1. kakšne učne strategije učenci uporabljajo med e-učenjem ter v kakšni meri, 2. kako se uporaba teh strategij povezuje z dosežkom in 3. razlike v uporabi učnih strategij ter dosežku glede na spol in učni uspeh učencev. V raziskavi je sodelovalo 443 učencev (224 deklet) 9. razreda različnih slovenskih osnovnih šol. Podatki so bili zbrani v okviru projekta Učinkovitost učnih opor pri samoregulaciji e-učenja. Učenci so se učili o zaznavanju barv iz e-učne enote in so pri tem lahko naredili zapiske. Zapiski so bili zbrani po učenju in analizirani na podlagi uporabljenih učnih strategij (ponavljanje, elaboracija in organizacija) (Weinstein in Mayer, 1986). Njihovo znanje o vsebini e-enote je bilo ocenjeno s pred- in potestom, ki je vseboval 6 odprtih vprašanj in 8 vprašanj izbirnega tipa. Rezultati so pokazali, da so učenci, ki so izdelali zapiske, dosegli boljše rezultate na potestu od tistih, ki zapiskov niso naredili. Analiza zapiskov učencev je pokazala, da najpogosteje uporabljajo strategije ponavljanja. Korelacija med globinskimi strategijami in dosežkom je bila statistično pomembno višja kot korelacija med strategijami ponavljanja in dosežkom. Učenci z boljšim učnim uspehom so naredili daljše zapiske, uporabili več strategij in dosegli boljše rezultate na potestu kot učenci s slabšim učnim uspehom. Dekleta so naredila daljše zapiske, uporabila več strategij in dosegla boljše rezultate na potestu kot fantje. Rezultati kažejo na pomembnost spodbujanja uporabe zapiskov in globinskih učnih strategij v e-okolju, predvsem pri učencih s slabšim učnim uspehom ter pri fantih.

• Language: Slovenian
• Keywords: e-učenje, učne strategije, zapiski, učenci, dosežki
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FF - Faculty of Arts
• Place of publishing: Ljubljana
• Publisher: [I. Prem]
• Year: 2021
• Number of pages: 46 str.
• PID: 20.500.12556/RUL-127876
• UDC: 37.018.43:004(043.2)
• COBISS.SI-ID: 71278339
• Publication date in RUL: 26.06.2021

Secondary language

• Language: English
• Title: The use of learning strategies in e-learning and achievement

Abstract

Self-regulation in learning is one of the main predictors of achievement. In e-learning it is even more important because, compared to learning from printed material, it gives the learner more opportunities to look for different options and at the same time lose focus while learning. Therefore, the aim of our study was to find out: 1. which learning strategies students use during e-learning and how often they use them; 2. how the use of these strategies is related to the achievement; and 3. the differences in the use of learning strategies and in achievement between boys and girls, between students with high and low academic achievement. 443 students (219 boys and 224 girls) from grade 9 of primary school participated in the study. The students learned about the perception of colors with the help of an e-learning unit. They had the choice to make notes for learning. The notes were collected after learning and analyzed according to the used learning strategy (rehearsing, elaboration, and organization) (Weinstein and Mayer, 1986). Their knowledge on the subject was assessed by a pre- and post-test consisting of 6 open and 8 multiple-choice questions covering the learning material. Students who took notes scored higher on the post-test than those who did not take notes. Analysis of students’ notes showed that 1. the rehearsing strategies were used more frequently than elaboration and organization strategies, 2. the correlation between deep strategies (elaboration and organization) and achievement on post-test was significantly higher than the correlation between rehearsing strategies and achievement, 3. and that the students with lower academic achievement scored lower on the post-test than students with higher academic achievement. Compared to boys, girls took longer notes, used more strategies, and achieved a higher score on the post-test. The results showed the importance of prompting the use of higher order learning skills for successful learning in e-environment, especially with boys and students with lower achievement.

• Keywords: : e-learning, learning strategies, note-taking, students, achievement