Student Approaches to Learning in Relation to Online Course Completion

Autor/inn/en	Balter, Olle; Cleveland-Innes, Martha; Pettersson, Kerstin; Scheja, Max; Svedin, Maria
Titel	Student Approaches to Learning in Relation to Online Course Completion
Quelle	In: Canadian Journal of Higher Education, 43 (2013) 3, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Foreign Countries; Higher Education; Online Courses; Computer Science Education; Mathematics Education; Study Skills; Study Habits; Academic Achievement; Academic Persistence; College Students; Dropouts; Questionnaires; Statistical Analysis; Correlation; Teaching Methods; Learning Strategies; Programming; Sweden + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Computer science lessons; Informatikunterricht; Mathematische Bildung; Studientechnik; Study behavior; Study behaviour; Studienverhalten; Schulleistung; Collegestudent; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Fragebogen; Statistische Analyse; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Programmierung; Schweden
Abstract	This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.csshe-scees.ca/cjhe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10