The use of learning strategies in e-learning and achievement

Prem, Ivana (avtor), Peklaj, Cirila (avtor)

Using strategies in learning is one of the main predictors of achievement. In learning from digital texts, 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) what learning strategies students use during learning from digital text and how often they use them; 2) how the use of these strategies is related to achievement; and 3) the differences in the use of learning strategies and in achievement between boys and girls. 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 learning strategy used (rehearsing, elaboration, and organization). Their knowledge on the subject was assessed by a pre- and post-test consisting of 5 open and 8 multiple-choice questions covering the learning material. Results showed that students who took notes scored higher on the post-test than those who did not take notes (M1 = 8.78, SE1 = 0.19, M2 = 6.18, SE2 = 0.34; t(438) = 6.78, p < 0.001). Analysis of students' notes showed that rehearsing strategies (f = 555) were used more frequently than elaboration (f = 415) and organization strategies (f = 357). The correlation between deep strategies (elaboration and organization) and achievement on post-test (r = 0.44, p < 0.001) was significantly higher (z(326) = 4.52, p < 0.001 than the correlation between surface strategies and achievement (r = 0.17, p < 0.01). Compared to boys, girls took longer notes (M1 = 77,67, SE1 = 5,19, M2 = 123.34, SE2 = 5.67, t(327) = 5.75, p < 0.001), used more strategies (M1 = 3,02, SE1 = 0.18, M2 = 4.79, SE2 = 0.21, t(327) = 6.12, p < 0.001), and achieved a higher score on the post-test (M1 = 7.45, SE1 = 0.27, M2 = 8.73, SE2 = 0.23, t(440) = 3.68, p < 0.001). The results showed the importance of prompting the making of notes and use of higher order learning skills for successful learning in e-environment.

• Jezik: Angleški jezik
• Ključne besede: digital text, learning strategies, note-taking, students, achievement, electronic learning, academic achievement
• Tipologija: 1.08 - Objavljeni znanstveni prispevek na konferenci
• Organizacija: FF - Filozofska fakulteta
• Leto izida: 2021
• Št. strani: Str. 167-178
• PID: 20.500.12556/RUL-138124
• UDK: 37.018.43:004
• COBISS.SI-ID: 81361155
• Datum objave v RUL: 11.07.2022

Gradivo je del monografije

• Naslov: Psychology in the world of science : international thematic proceedia
• Uredniki: Milica Tošić Radev, Ana Jovančević
• Kraj izida: Niš
• Založnik: Faculty of Philosophy
• Leto izida: 2021
• ISBN: 978-86-7379-572-0
• COBISS.SI-ID: 81197827
• Prireditelj konference: University of Niš, Faculty of Philosophy, Department of Psychology

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: e-učenje, učne strategije, zapiski, učenci, učna uspešnost

Projekti

• Financer: ARRS - Agencija za raziskovalno dejavnost Republike Slovenije
• Številka projekta: J5-9437
• Naslov: Učinkovitost različni vrst učnih opor pri samoregulaciji e-učenja