دورية أكاديمية
Are There Any Joint Effects of Online Student Question Generation and Cooperative Learning?
| العنوان: | Are There Any Joint Effects of Online Student Question Generation and Cooperative Learning? |
|---|---|
| اللغة: | English |
| المؤلفون: | Yu, Fu-Yun, Wu, Chun-Ping, Hung, Chung-Chi |
| المصدر: | Asia-Pacific Education Researcher. Sep 2014 23(3):367-378. |
| الإتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2014 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 6 |
| Descriptors: | Electronic Learning, Cooperative Learning, Student Attitudes, Quasiexperimental Design, Grade 6, Cognitive Processes, Difficulty Level, Comparative Analysis |
| DOI: | 10.1007/s40299-013-0112-y |
| تدمد: | 0119-5646 |
| مستخلص: | This study investigated the joint effects of online student question-generation and cooperative learning strategies with regard to learning anxiety and student perceptions of the value of the related activity for enhancing self-perceived competence. A 2 (question generation vs non-question generation) × 2 (cooperative learning vs individual learning) quasi-experimental research design was adopted. A total of 132 sixth graders from four classes participated in an intervention that lasted for four consecutive weeks. An online learning system that enabled students to construct, assess, and answer questions was used. An analysis of the data thus obtained revealed that the joint use of the cooperative learning and question-generation strategies did neither lead to less learning anxiety being associated with the activity, nor did it promote student perceptions of the value of the activity for enhancing self-competence with regard to either the learning content or strategies used, as compared to the approach using only one strategy. These unexpected results are explained with reference to cognitive load theory. The limitations and significance of this study are provided, along with suggestions for practitioners and researchers. |
| Abstractor: | As Provided |
| Number of References: | 63 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1180495 |
| قاعدة البيانات: | ERIC |
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