Are There Any Joint Effects of Online Student Question Generation and Cooperative Learning?

Fu-Yun Yu, Chun Ping Wu, Chung Chi Hung

Research output: Contribution to journalArticle

7 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)367-378
Number of pages12
JournalAsia-Pacific Education Researcher
Volume23
Issue number3
DOIs
Publication statusPublished - 2014 Jan 1

Fingerprint

cooperative learning
learning
student
anxiety
learning strategy
research planning
Values

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{b812725ca56b4b40abef0ded8a26cc18,
title = "Are There Any Joint Effects of Online Student Question Generation and Cooperative Learning?",
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.",
author = "Fu-Yun Yu and Wu, {Chun Ping} and Hung, {Chung Chi}",
year = "2014",
month = "1",
day = "1",
doi = "10.1007/s40299-013-0112-y",
language = "English",
volume = "23",
pages = "367--378",
journal = "Asia-Pacific Education Researcher",
issn = "0119-5646",
publisher = "De la Salle University",
number = "3",

}

Are There Any Joint Effects of Online Student Question Generation and Cooperative Learning? / Yu, Fu-Yun; Wu, Chun Ping; Hung, Chung Chi.

In: Asia-Pacific Education Researcher, Vol. 23, No. 3, 01.01.2014, p. 367-378.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Are There Any Joint Effects of Online Student Question Generation and Cooperative Learning?

AU - Yu, Fu-Yun

AU - Wu, Chun Ping

AU - Hung, Chung Chi

PY - 2014/1/1

Y1 - 2014/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84905686708&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84905686708&partnerID=8YFLogxK

U2 - 10.1007/s40299-013-0112-y

DO - 10.1007/s40299-013-0112-y

M3 - Article

VL - 23

SP - 367

EP - 378

JO - Asia-Pacific Education Researcher

JF - Asia-Pacific Education Researcher

SN - 0119-5646

IS - 3

ER -