Effects of different types of online student question-generation on learning

Fu-Yun Yu, Ming Huan Li

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Citations (Scopus)

Abstract

This study investigated the comparative effects of multiple-choice and short-answer online student question-generation on academic performance and cognitive strategies use. Two 6 th grade classes from one elementary school participated for eight weeks. An online learning system was adopted. Results from the MANCOVAs found that students in the multiple-choice group had significantly elevated scores on higher cognitive levels achievement assessment and elaboration strategy use than those in the short-answer group. No significant difference was found, however, in academic performance assessing lower-cognitive level, or the use of rehearsal or organization strategies. Recommendations for classroom implementation were provided.

Original languageEnglish
Title of host publicationProceedings of the 19th International Conference on Computers in Education, ICCE 2011
Pages768-770
Number of pages3
Publication statusPublished - 2011
Event19th International Conference on Computers in Education, ICCE 2011 - Chiang Mai, Thailand
Duration: 2011 Nov 282011 Dec 2

Other

Other19th International Conference on Computers in Education, ICCE 2011
CountryThailand
CityChiang Mai
Period11-11-2811-12-02

All Science Journal Classification (ASJC) codes

  • Education

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  • Cite this

    Yu, F-Y., & Li, M. H. (2011). Effects of different types of online student question-generation on learning. In Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 (pp. 768-770)