 |
English
|
正體中文
|
简体中文
|
Items with full text/Total items : 94286/110023 (86%)
Visitors : 21653447
Online Users : 708
|
|
|
Loading...
|
Please use this identifier to cite or link to this item:
http://asiair.asia.edu.tw/ir/handle/310904400/9171
|
| Title: | A learning strategy to compensate for cognitive overload in online learning: Learner use of printed online materials |
| Authors: | Chang, S. L.;Ley, K. |
| Date: | 2006 |
| Issue Date: | 2010-05-04 02:12:27 (UTC+0) |
| Abstract: | The purpose of this study was to investigate the relationship between achievement and the quantity of online course materials that students printed and the frequency with which they reported using them. One hundred thirty-two graduate students from one of 11 hybrid or online classes voluntarily completed a self-report survey asking how much they printed (0%, 25%, 50%, 75%, 100%), how often they used printed materials (almost never, rarely, sometimes, often, almost always), and preference for either print, onscreen, or none. Neither quantity printed nor frequency used was related to achievement. But learner preference was associated with achievement; onscreen preference learners had higher mean rank scores than print and no preference learners. There were no achievement differences between the online and hybrid
learner groups. Learners, who printed more, used more and preferred print online materials and experienced more onscreen reading difficulty than learners who printed less. Learners who used print materials more preferred reading printed materials, had difficulty reading onscreen, and were older. |
| Relation: | Journal of Interactive Online Learning 5(1) |
| Appears in Collections: | [心理學系] 期刊論文
|
All items in ASIAIR are protected by copyright, with all rights reserved.
|
