Event Title

Learning Strategies Project

Location

CSU Ballroom

Start Date

20-4-2015 2:00 PM

End Date

20-4-2015 3:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Emily Stark

Mentor's Email Address

emily.stark@mnsu.edu

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Description

Prior research has found that self-discipline and motivation are significantly correlated with performance in online classes (Waschull, 2005; Shrum & Hong, 2002). This current study examines the learning strategies students use in online and face-to-face courses to better understand links between self-discipline and course performance. Currently, research hasn’t examined specific learning strategies students use in online courses, in connection to course grades. In the current study, participants were recruited to complete an online survey using Qualtrics. The survey included statements assessing students’ motivation, attitudes about learning, and strategies they use to learn material. The final section includes questions about students’ experience in general with online and face-to-face courses and their GPA. We expect that students who use more in-depth learning strategies will report better course grades than students who use surface strategies. We also expect that students in online courses need to use more organizational strategies to succeed compared to students in face-to-face courses. Preliminary results suggest that student strategies did vary based on whether they were in face-to-face or online courses, and that students in online courses were less likely to seek out resources for help compared to students in face-to-face courses. We will present recommendations for both students and instructors in both online and face-to-face courses to maximize student performance using in-depth learning strategies.

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Apr 20th, 2:00 PM Apr 20th, 3:30 PM

Learning Strategies Project

CSU Ballroom

Prior research has found that self-discipline and motivation are significantly correlated with performance in online classes (Waschull, 2005; Shrum & Hong, 2002). This current study examines the learning strategies students use in online and face-to-face courses to better understand links between self-discipline and course performance. Currently, research hasn’t examined specific learning strategies students use in online courses, in connection to course grades. In the current study, participants were recruited to complete an online survey using Qualtrics. The survey included statements assessing students’ motivation, attitudes about learning, and strategies they use to learn material. The final section includes questions about students’ experience in general with online and face-to-face courses and their GPA. We expect that students who use more in-depth learning strategies will report better course grades than students who use surface strategies. We also expect that students in online courses need to use more organizational strategies to succeed compared to students in face-to-face courses. Preliminary results suggest that student strategies did vary based on whether they were in face-to-face or online courses, and that students in online courses were less likely to seek out resources for help compared to students in face-to-face courses. We will present recommendations for both students and instructors in both online and face-to-face courses to maximize student performance using in-depth learning strategies.

Recommended Citation

Friend, Nicole and Kaitlyn Hunstad. "Learning Strategies Project." Undergraduate Research Symposium, Mankato, MN, April 20, 2015.
http://cornerstone.lib.mnsu.edu/urs/2015/poster_session_B/34