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Student Approaches to Learning in Relation to Online Course Completion
KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.ORCID iD: 0000-0001-5626-1187
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-9486-2554
Stockholm University.
Stockholm University.
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2013 (English)In: Canadian Journal of Higher Education, ISSN 0316-1218, Vol. 43, no 3, 1-18 p.Article in journal (Refereed) Published
Abstract [en]

This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in math- ematics 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 ei- ther course are more likely to complete. In the mathematics course, a com- bination 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 inten- tions 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. 

Abstract [fr]

Cette recherche examine la relation entre les différentes approches envers les études et la réussite des cours adoptées par les étudiants de deux différents cours universitaires offerts en ligne : l’un en mathématiques, l’autre en programmation. Dans les deux cours, les participants présentent les mêmes caractéristiques quant à l’âge, au sexe et à l’attitude vis-à-vis des études. Quatre cent quatre-vingt-treize étudiants inscrits à ces cours ont répondu à la version abrégée d’une recherche sur les approches et les compétences d’études chez les étudiants intitulée « Approaches and Study Skills Inventory for Students » (ASSIST). Les résultats démontrent que les étudiants qui abordent l’apprentissage de manière sérieuse dans l’un ou l’autre des cours ont plus de chances de réussir. Dans le cours de mathématiques, une combinaison d’approches sérieuses et stratégiques est positive pour réussir le cours, tandis que les étudiants du cours de programmation qui adoptent une approche superficielle envers l’apprentissage présentent moins de chance de réussite. Bien que ces résultats soient conformes aux intentions des créateurs de ces cours, ils proposent aussi certaines améliorations possibles. L’étude démontre qu’on peut aussi utiliser ASSIST pour l’évaluation de la conception de cours. 

Place, publisher, year, edition, pages
Canadian Society for the Study of Higher Education , 2013. Vol. 43, no 3, 1-18 p.
Keyword [en]
approaches to learning online course completion
National Category
Research subject
Human-computer Interaction
URN: urn:nbn:se:kth:diva-164855OAI: diva2:806240
Samverkansprojekt mellan NADA, MND och Institutionen för pedagogik och didaktik

QC 20150420

Available from: 2015-04-20 Created: 2015-04-20 Last updated: 2016-10-26Bibliographically approved
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