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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/98678

    Title: Are There Any Joint Effects of Online Student Question Generation and Cooperative Learning?
    Authors: Yu, Fu-Yun;Wu, Chun-Ping;Hung, Chung-Chi
    Contributors: 淡江大學教育科技學系
    Keywords: cognitive load;cooperative learning;learning anxiety;online student question generation;perceived task value
    Date: 2014-09
    Issue Date: 2014-09-09 11:59:02 (UTC+8)
    Publisher: Heidelberg: Springer
    Abstract: This study investigated the joint effects of online student question-generation and cooperative learning strategies with regard to learning anxiety and student perceptions of the value of the related activity for enhancing self-perceived competence. A 2 (question generation vs non-question generation) × 2 (cooperative learning vs individual learning) quasi-experimental research design was adopted. A total of 132 sixth graders from four classes participated in an intervention that lasted for four consecutive weeks. An online learning system that enabled students to construct, assess, and answer questions was used. An analysis of the data thus obtained revealed that the joint use of the cooperative learning and question-generation strategies did neither lead to less learning anxiety being associated with the activity, nor did it promote student perceptions of the value of the activity for enhancing self-competence with regard to either the learning content or strategies used, as compared to the approach using only one strategy. These unexpected results are explained with reference to cognitive load theory. The limitations and significance of this study are provided, along with suggestions for practitioners and researchers.
    Relation: The Asia-Pacific Education Researcher 23(3), p.367-378
    DOI: 10.1007/s40299-013-0112-y
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Journal Article

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