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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.
Show others and affiliations
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
Learning
Research subject
Human-computer Interaction
Identifiers
URN: urn:nbn:se:kth:diva-164855OAI: oai:DiVA.org:kth-164855DiVA: diva2:806240
Projects
Samverkansprojekt mellan NADA, MND och Institutionen för pedagogik och didaktik
Note

QC 20150420

Available from: 2015-04-20 Created: 2015-04-20 Last updated: 2017-12-04Bibliographically approved
In thesis
1. Do excellent engineers approach their studies strategically?: A quantitative study of students' approaches to learning in computer science education
Open this publication in new window or tab >>Do excellent engineers approach their studies strategically?: A quantitative study of students' approaches to learning in computer science education
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis is about students’ approaches to learning (SAL) in computer science education. Since the initial development of SAL instruments and inventories in the 70’s, they have been used as a means to understand students’ approaches to learning better, as well as to measure and predict academic achievement (such as retention, grades and credits taken) and other correlating factors. It is an instrument to measure a student’s study strategies – not how “good” a student is.

A Swedish short version of Approaches and Study Skills Inventory for Students (ASSIST) was used to gather information on whether we, through context and content, encouraged sustainable study behaviour among our students. ASSIST was used in two distinct situations: 1) Evaluation and evolvement of an online programming course design, and 2) Engineering education in media technology and computer science in a campus environment where approaches to learning has been evaluated and studied over time during the five year long programmes. Repeated measurements have been analysed against factors predicting academic achievement, and have been evaluated on a cohort level (not individual) in order to clarify patterns rather than individual characteristics.

Significant for both projects was that a surface approach to learning correlated negatively with retention. Students who adopted a combination of deep and strategic approach to learning performed better in terms of grades, ECTS credits completed and perceived value of the education. As part of developmental tools it can be beneficial to use ASSIST at a group level in order to see what kind of approach a course design or a programme supports among the students.

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2016
Series
TRITA-CSC-A, ISSN 1653-5723 ; 26
Keyword
Approaches to learning, computer science engineering education, Computing education research, online learning
National Category
Human Computer Interaction
Research subject
Human-computer Interaction
Identifiers
urn:nbn:se:kth:diva-194208 (URN)978-91-7729-156-6 (ISBN)
Public defence
2016-11-18, F3, Lindstedtsvägen 26, Stockholm, 13:15 (English)
Opponent
Supervisors
Note

QC 20161028

Available from: 2016-10-28 Created: 2016-10-19 Last updated: 2016-11-01Bibliographically approved

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Authority records BETA

Bälter, OlofCleveland-Innes, MarthaSvedin, Maria

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