Learning strategies in web-based training: a measurement scale validation
University of Brasília - Brazil
Authors:
Institute of Psychology
Lidia Parachin
Gardênia Abbad
Vanessa Brixi
Impacto: Research on Training and Organizations of Work
Clara Cantal
André Wogel
Annelise Soares
ABSTRACT
RESULTS
Items (main idea)
The aim of the present study was to validate a scale for measuring
learning strategies used in distance educational programs. A questionnaire
The
most
frequently
containing 19 items was applied in a sample of 692 participants of two web-
used
based training programs. Factorial analysis indicated three valid and trustworthy
“Fulfilled the exercises
factors: Seeking for interpersonal help (alpha de Cronbach=0,88), Practicing
presented
(alpha de Cronbach=0,76), and Looking for additional materials (alpha de
evaluated courses”.
Cronbach=0,78). Showing that learners engaged more frequently in cognitive
(Mean=9,55, Sd=1,04)
strategy
in
was
the
strategies, the results point to the importance of adjusting educational
procedures used in distance training to the participants’ needs, learning
The
strategies, and preferences.
“Studied in groups or in
INTRODUCTION
pairs”.
Although
many
alternatives
have
already
been
developed through
least
used
was
(Mean= 4,25, Sd=3,51)
instructional technology in order to achieve more and more people, adult
distance learners are still noticed as very likely to dropout distance education
programs.
Learning Strategies are individual mechanisms used to increase the
effectiveness of learning processes (Warr & Allan, 1998). The taxonomy of
The
results
of
the
factorial analyses are
shown in the table:
Asking for participants’ help
Seeking for peers in order to study deeper
Helping peers
Studying in groups/pairs
Seeking for the tutor to get extra information
Seeking for the tutor to ask questions
Linking the content to practical experience
Seeking for situations to apply the content
Linking the content to previous knowledge
Reviewing the content about which I made more mistakes
Writing summaries
Taking notes
Drawing schematic diagrams/outlines
Reading out loud
Repeating mentally
Fulfilling the exercises
Seeking for extra sources of information
N
Eigenvalue
% Total Explained Variance
No. of items
Cronbrach's Alpha (α)
Factorial Loads
F1
F2
F3
0,925
0,895
0,750
0,724
0,596
0,501
0,800
0,759
0,743
0,309
0,826
0,746
0,651
0,498
0,426
0,402
0,379
673
673
673
5,532 2,073 1,839
6
0,88
4
0,76
7
0,78
h2
0,790
0,778
0,571
0,523
0,463
0,351
0,632
0,610
0,537
0,215
0,590
0,494
0,463
0,310
0,251
0,235
0,251
47,434
17
Table: Factorial Loads for the items
learning strategies is composed by three big categories:
Cognitive Strategies (repetition, organization and elaboration)
Behavioral Strategies (seeking for interpersonal help, additional
Factor 1
Seeking for interpersonal help
Cronbach’s Alpha=0,88
written material and practice)
Factor 2
Practicing
Cronbach’s Alpha=0,76
Self-Regulatory Strategies (emotion control, motivation control and
Factor 3
Looking for additional materials
Cronbach’s Alpha=0,78
The factorial
analysis indicated
three valid and
trustworthy factors,
as it was expected.
comprehension control)
Such procedures may be influenced by training programs, in which there is
a need for learners to adapt to the specific type of knowledge, ability or
attitude to learn (Zerbini & Abbad, 2005). Research on learning strategies may
DISCUSSION
RECOMMENDATIONS
The main results showed that learners
contribute deeply to the investigation about high dropout rates, providing
more
frequently
in
cognitive
The valid scale presented in this study
proved
itself
as
very
useful
to
detect
the
organizations of work with valuable information to constantly improve
engaged
development programs.
strategies, such as fulfilling the exercises
participants’ preferences when it comes to learning
METHOD
presented in the evaluated courses, rather
strategies, and therefore should be used in
than study in groups or look for other learner’s
different contexts and distance courses.
C
O
N
T
E
X
T
Source
MSD Tecnologia Educacional
(MSD Educational Technology): founded in 1993, develops
multimedia products to education, training and entertainment.
Program ‘Mediação e Arbitragem’ (MA):
Required: 60h at distance; 40h at presence
Mean Age = 35 years (Sd=8.856)
Programs Participants: 544;
Evaluated Program ‘Formação de Consultores’ (FC):
Required: 60h at distance
Participants: 148;
Mean Age = 34 years (Sd=10.370)
Total number of respondents: 692
Instrument
The data derived from these analyzes may
help.
Such findings point to the importance of
provide the instructional system with feedback on
in
design issues concerning the attempt to increase
distance training to the participants’ needs,
learners’ interactivity, and effective, active learning.
adjusting
educational
procedures
used
learning strategies, and preferences.
REFERENCES
 Adapted from Zerbini (2003) - 19 items - Likert scale: 0 (never) – 10 (always)
Warr, P. & Allan, C. (1998). Learning strategies and ocupational training. Internation Review of
 Focused on cognitive and behavioral strategies; self-regulatory strategies were
Industrial and Organizational Psychology, 13, 83-121.
Zerbini, T. (2003). Estratégias de Aprendizagem, Reações aos Procedimentos de um Curso via Internet,
Reações ao Tutor e Impacto do Treinamento no Trabalho. Dissertação de Mestrado, Instituto de
not included
Procedures
 Participants received an electronic mail containing a link to the questionnaire
 Data analysis took place with use of the software SPSS
(Statistical Package for the Social Sciences)
Psicologia, Universidade de Brasília, Brasília.
Zerbini & Abbad (2005). Impacto de treinamento no trabalho via internet. RAE-eletronica, v.4, n.2, Art.
16, jul/dez 2005.
 Factorial Analysis: Principal Components; Principal Axis; Oblimin.
PRONEX
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