ǂThe ǂuse of learning strategies in e-learning and achievement

Ivana Prem (Author), Cirila Peklaj (Author)

Abstract

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.

Keywords

e-učenje;učne strategije;zapiski;učenci;učna uspešnost;electronic learning;learning strategies;note taking;students;academic achievement;

Data

Language:	English
Year of publishing:	2021
Typology:	1.08 - Published Scientific Conference Contribution
Organization:	UL FF - Faculty of Arts
UDC:	37.018.43:004
COBISS:	81361155
Views:	49
Downloads:	12
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary keywords:	e-učenje;učne strategije;zapiski;učenci;učna uspešnost;
Pages:	Str. 167-178
ID:	15882648