National Changhua University of Education Institutional Repository : Item 987654321/9175

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NCUEIR > College of Science > Graduate Institute of Science Education > Periodical Articles > Item 987654321/9175

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/9175

Title:	Students' perception of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning
Authors:	Lee, S. W.-Y.;Tsai, C.-C.
Contributors:	科學教育研究所
Keywords:	Collaboration;Information seeking;Internet-based learning;Perception;Self-regulated learning
Date:	2011-03
Issue Date:	2011-06-11T06:55:26Z
Publisher:	Elsevier Science
Abstract:	This study aims to investigate students' perceptions of three aspects of learning - collaboration, self-regulated learning (SRL), and information seeking (IS) in both Internet-based and traditional face-to-face learning contexts. A multi-dimensional questionnaire was designed to evaluate each aspect in terms of perceived capability, experience, and interest. The analyses explore (1) potential differences of students' perceptions between Internet-based and face-to-face learning environments and (2) potential differences in the three aspects in relation to learners' attributes and the use of the Internet and enrollment in online courses. This study surveyed students in a higher education institute who had had experiences with Internet-based and face-to-face learning. The results showed that students perceived higher levels of collaboration (capability only), SRL (capability and experience) and IS (capability, interest, and experience) in Internet-based learning than in traditional learning environments. In terms of students' education level, graduate students perceived higher levels of capabilities and interests in some of the aspects, than undergraduate students. In addition, for Internet-based learning, significant differences in collaboration and SRL were found derived from time spent on the Internet related to learning; and students' perceptions of collaboration, SRL, and IS were all positively correlated to students' online course-taking experience. Implications for online learning practices and instructor's facilitation are discussed.
Relation:	Computers in Human Behavior, 27(2):905-914
Appears in Collections:	[Graduate Institute of Science Education] Periodical Articles

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