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Distinguishing the learning approaches adopted by undergraduates in their use of online resources

Distinguishing the learning approaches adopted by undergraduates in their use of online resources This article reports a study which sought to evaluate the different learning strategies adopted by students when accessing virtual learning environment (VLE)-hosted resources because, if student achievement corresponds to the learning strategy that is adopted whilst accessing VLE resources, directed tasks can be put in place that will encourage students to adopt the learning strategy that is most closely associated with this higher achievement. The different approaches adopted by undergraduates (n = 46) in their use of online learning resources for a single second-year module are evaluated by analysing their record of accessing these resources at three time-points during the module, and their performance in coursework and exams. From these longitudinal data, three learning approaches are identified (two surface and one deep). It is found that students who adopted a deep learning approach, in which online resources were accessed consistently throughout the module, performed markedly higher than surface learners who focused their online activity at the beginning or end of the module’s duration. Implications for teaching strategies are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Active Learning in Higher Education SAGE

Distinguishing the learning approaches adopted by undergraduates in their use of online resources

Knight, Jasper
Active Learning in Higher Education , Volume 11 (1): 10 – Mar 1, 2010
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Publisher
SAGE
Copyright
© The Author 2010
ISSN
1469-7874
eISSN
1741-2625
DOI
10.1177/1469787409355873
Publisher site
See Article on Publisher Site

Abstract

This article reports a study which sought to evaluate the different learning strategies adopted by students when accessing virtual learning environment (VLE)-hosted resources because, if student achievement corresponds to the learning strategy that is adopted whilst accessing VLE resources, directed tasks can be put in place that will encourage students to adopt the learning strategy that is most closely associated with this higher achievement. The different approaches adopted by undergraduates (n = 46) in their use of online learning resources for a single second-year module are evaluated by analysing their record of accessing these resources at three time-points during the module, and their performance in coursework and exams. From these longitudinal data, three learning approaches are identified (two surface and one deep). It is found that students who adopted a deep learning approach, in which online resources were accessed consistently throughout the module, performed markedly higher than surface learners who focused their online activity at the beginning or end of the module’s duration. Implications for teaching strategies are discussed.

Journal

Active Learning in Higher Education – SAGE

Published: Mar 1, 2010

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