|Fong, Cheuk-wai Rose
|Students' perceptions of and learning approaches toward a mixed-mode Web-based learning environment
|Hong Kong Polytechnic University -- Dissertations
Internet in education
Education -- Computer network resources
|School of Professional Education and Executive Development
|vii, 154 leaves : ill. ; 30 cm
|A combined version of two questionnaires (SPQ and COLLES) was administered to a group of computing students of a tertiary institution in Hong Kong to examine their perceptions of their preferred and actual learning environments, and learning approaches. The study used both quantitative and qualitative methods. The internal consistency reliability estimates for the COLLES scales for the study ranged from 0.74 to 0.9, which indicates relatively high reliability. Independent sample t-test analysis showed that part-time students have a greater tendency towards deep learning at the end of semester than full-time students. The study showed that female students preferred more "making sense" and "peer support" aspects of the learning environment than male students. It is also shown that pan-time students preferred more a "relevance of learning" aspect of the learning environment than full-time students. Correlation and regression analysis proved that there are negative relationships between surface approach scores and the marks in the multiple-choice quizzes, but a positive relationship with the mark in practical quiz. The deep approach scores have a negative relationship with the exam mark and the overall GPA. Stepwise regression analysis showed that peer support perception scores of a preferred environment is a negative contribution to the explanation of MC mark. The study also compared the pre-teaching scores (SPQ and COLLES scales) and post-teaching data by using paired t-tests. There was a decrease in the mean scores of "deep motive" subscale but an increase in the mean scores of "deep strategy" subscale of the pre-teaching and post-teaching SPQs. There was a statistically significant decrease in all the scales of the preferred and actually perceived COLLES scores, implying that what students perceived from the actual learning environment does not match those perceived from their preferred environment. The results were discussed in terms of socio-cultural factors and implications were drawn for teaching and learning as well as for future research.
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