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Learning Strategies and Academic Achievement in A Corporate e-Learning Environment

Learning Strategies and Academic Achievement in A Corporate e-Learning Environment. Insook Lee Se jo ng University AECT 2003 Annual Conference Anaheim, CA. USA 2003. 10.23.

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Learning Strategies and Academic Achievement in A Corporate e-Learning Environment

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  1. Learning Strategies and Academic Achievement in A Corporate e-Learning Environment Insook Lee Sejong University AECT 2003 Annual Conference Anaheim, CA. USA 2003. 10.23

  2. Corporate companies worldwide: employing e-learning to remain competitive in today’s rapidly changing business environment (Weggen, 2000) • F2F and real-time educational paradigm: limitations and fails to respond to emerging needs (Lee, 1998) • e-learning environment: a highly learner-centered and self-regulated environment, where learners must take responsibility for what and how they learn emerging need for e-learning: • learning strategies as a critical variable for success in e-learning • yet, not paid sufficient attention to learning strategies • tends to presuppose the same learning strategies identified and discussed in the traditional F2F learning environment Study Purposes

  3. Study Purposes • The current study • identified self-regulated learning strategies within the e-learning environment • suggested implications for instructional interventions • 1. Which learning strategies can predict academic achievement within the e-learning environment? • 2. Which factors have effects on the performance of learning strategies within the e-learning environment? • 3. What are the correlations among the 11 learning strategies? • 4. How competitive in learning strategies are adult learnerswithin the e-learning environment?

  4. Summary • learning strategies help learners to guide their own learning process and make appropriate decisions independently. • ignoring learning strategies may discourage learners from developing and exploring their own new learning strategies. • research on learning strategies in the traditional F2F environment: Gagné, 1985; Pintrich & DeGroot, 1990; Bandura, 1986; Schunk, 1986; Zimmerman & Martinez-Pons, 1986 • research on learning strategies in print-based media: Ryan, 1984; Slife et al., 1985; Swanson, 1990; Applegate et al., 1994 Theoretical Background

  5. Recent literature in e-learning • supports the idea that learner self-regulated issues are critical factors for achievement and satisfaction level • Burge, 1993; Eastmond, 1993; Hanna, Glowacki-Dudka, & Conceicao-Runlee, 2000; Eom, 1999; Hill & Hannafin, 1997; Lee, 2000, 2002; Joo, Bong, & Choi, 2000 • self-regulated learning as being influential for e-learning environment design and more specifically for instructional strategies in the e-learning environment Theoretical Background

  6. Burge(1993) and Eastmond(1993) • many learning strategies from traditional learning • some idiosyncratic learning strategies of its own • Lyman (1998) • six learning strategies called ‘information literacy’, especially • in a resource-based learning environment. • Lee(2002a, 2002b) • identified college students’ e-learning strategies • expression, information processing, self-regulation, and the use of human resources • Lee (2002c) • gender differences on learning strategies • interaction, information processing, sincerity, and persistence. Theoretical Background

  7. Summary • e-learning: tremendously learner-centered • Learner-centered • making decisions by learners • a high level of self-regulated learning abilities. • for learners who cannot manage effectively the complexity of this environment, a need for explicit modeling or scaffolding support. Theoretical Background

  8. Subjects • 73 adult learners • taking any of 5 courses offered by CREDU, a leading e-learning company in KOREA • study participants: varied in terms of course taking, companies on duty, ages, genders, and years of educational experiences Study Methods and Procedures

  9. courses: Daily English, Basic Business, Painting Arts, Business Communication Skills, Homepage Design, and Internet for Beginners • companies on duty: vary • ages: the 20s (N=19), the 30s (N=40), and the 40s(N=3) • genders: 79.5% for males and 20.5% for females • years of educational experiences: 26% for no college degree, 64.4% for undergraduate degree, and 9.6% for graduate degree Study Methods and Procedures

  10. Features of courses • offered for a charge • various learning activities were not required • individual learning paces and schedules were basically allowed. • offered Q&A, discussion, audio based lectures and multimedia materials(mostly lectures) – except Internet for Beginners • no chatting function • basically combination of texts and graphics • learning achievement criteria: - daily tests and comprehensive tests (Daily English, Homepage Design, and Internet for Beginners)- individual assignments or learning activities (Basic Business, Painting Arts, and Business Communication Skills) Study Methods and Procedures

  11. Instruments • A 48-item survey; 11 categories • 5-point Likert scales • conducted through the e-mail • during the final week of the term Study Methods and Procedures

  12. The questionnaire Study Methods and Procedures

  13. Content validity • small group review by 7 graduate students • 5 experts’ reviews • and pilot test with 80 adults • Revisions were done based on the result of the paired t-test. • Mean, ANOVA, Pearson Correlation, and Multi-regression were computed for the questionnaires and 5-point Likert items with negative descriptions were reversed for convenient interpretation. Study Methods and Procedures

  14. 1. Which learning strategies can predict academic achievement within the corporate e-learning environment? • Multi-regression(step-wise) • the relative importance of each learning strategy in predicting academic achievement • The result: Only ‘time management’ was a significant predictor on academic achievement (p < .01). strategies of predicting academic achievement Major Findings and Results

  15. strategies of predicting academic achievement • It explained 15.9% of the variance in academic achievement. • For adult learners within the corporate e-learning environment, the higher time management skill the better the academic achievement. a positive relationship with learning achievement • the competency level of regular participation in a course • in-time submission of assignments or learning activities, • and learning pace and schedule management Major Findings and Results

  16. 2.Which factors have effects on the performance of learning strategies within the e-learning environment? • ANOVA: to examine the effects of three factors (genders, ages, and years of educational experiences) on the eleven learning strategy competence measures • two groups, below 32 years old and over 33 years old, based on the pattern of distribution • The effects of years of educational experiences and ages, or years of educational experiences by age interaction were significant within 5 of eleven learning strategies. Major Findings and Results

  17. 1) Years of educational experiences effect was significant in both multiple discussion(p <. 05) and information overload management (p <. 05). 2) Age effect (p <. 05) and years of educational experiences effect(p<. 05) were significant in information processing. 3) Age by years of educational experiences interaction was significant in both self-efficacy(p <. 05) and positive attitude(p <. 05). Major Findings and Results

  18. 4) self-confidence: interaction between ages and years of educational experiences • no-undergraduate degree holders: below 33 years old(M=4.35):outstandingly higher self-confidence than over 33 years old(M=3.00) • undergraduate degree holders: Differences between two age groups almost disappeared. • graduate degree holders: the pattern was reversed. Major Findings and Results over 33 years old below 33 years old undergraduate degree holders Graduate degree holders no-undergraduate degree holders

  19. 5) positive attitude: interaction between ages and years of educational experiences • no-undergraduate degree holders: below 33 years old(M=4.00) outstandingly more positive attitude than over 33 years old (M=3.00) • undergraduate degree holders: The pattern was reversed & differences almost disappeared • graduate degree: differences more increased Major Findings and Results over 33 years old below 33 years old no-undergraduate degree holders undergraduate degree holders Graduate degree holders

  20. 3. What are the correlations among the 11 e-learning strategies? <positive and moderately high correlation> • Time management and self-regulation: (r= .657, p <.01) <slight and positive correlation>(ranging from r = .290 to r =.450) • Information overload management with self-regulation • information processing with self-regulation • asynchronicity management with self-regulation <strong correlation> • multiple discussion management-information processing(r = .789) • multiple discussion management-expression (r = .784) • information processing –expression (r = .774) • information processing- information overload management(r = .719) Major Findings and Results

  21. <social skills> • not associated with self-regulation, time management, self-efficacy, and asynchronicity management (p > 0.05) • not closely associated with any other learning strategies in general. summary Although correlation data cannot address causality 1. better in multiple discussion strategy  better in information processing, information overload management, and expression 2. better in information processing  better in expression and information overload management. 3. sociability was neither associated with self-regulation, time management, self-efficacy, and asynchronicity management(p > 0.05); was nor closely associated with any other learning strategies in general. Major Findings and Results

  22. 4. How competitive in learning strategies are the adult learners within the corporate e-learning environment? • The 9 strategies: competence level of below 3.5 • The two most competent strategies: self-efficacy (M=4.29) and positive attitude (M=4.06). • Asynchronicity management: the least competent strategy • Expression (M=2.99) and multiple discussion (M=3.07) were among the other less • time management, with a significant effect on academic achievement: low scores on competence Major Findings and Results

  23. Implications and Discussion 1. External supports are especially demanded to enhance time management strategy or to compensate for the weakness of it. • Higher time management competency facilitated better learning achievement. Time management • regardless the years of educational experiences, ages and genders, were low in competence. • facilitated better learning achievement and as well was highly correlated with self-regulation (r=.657, p <.01). This finding clearly indicated that time management may facilitate not only learning performance but also self-regulated learning participation with the e-learning environment.

  24. Implications and Discussion 2. need for instructional interventions to enhance the learning strategies of adult corporate e-learners • Corporate adult learners appeared not to be competitive in most of the learning strategies in the e-learning environment and time management was not exceptional. • time management: highly correlated with many other strategies • multiple discussion and information processing: significantly highly correlated with various other strategies. • expression strategy: not significantly related with e-learning achievement. These result indicated that expression strategy may facilitate cognitive and behavioral involvement in e-learning rather than learning performance itself. Or, the main trends of e-learning programs may do not design to require expression strategy.

  25. Implications and Discussion 3. needs for additional interventions for no-undergraduate degree holders: to enhance multiple discussion, information overload management, and information processing 4. needs for additional interventions on information processing for over 33 years old 5. special supports on self-efficacy and positive attitude for no-undergraduate degree holders, over 33 years old...

  26. Q & A Inlee@sejong.ac.kr http://dasan.sejong.ac.kr/~inlee Sejong University Seoul, KOREA

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