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Investigating students' learning approaches, perceptions of online discussions, and students' online and academic performance

机译：调查学生的学习方法，对在线讨论的看法以及学生的在线和学习成绩

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The main purpose of this study was to understand the relationships between students' approaches to learning, their perceptions of online discussions, students' contributions in asynchronous discussions, and their academic performance. Two sets of questionnaires were used for understanding students' approaches of learning and perceptions of online discussions. The online postings from seven weeks of discussions were coded into three major categories: Initiation, Elaborated Response (ER), and Response with Resources (RWR). The results showed, first, some aspects of students' perceptions influenced the numbers of ERs and RWRs. Secondly, students' contributions to Initiation messages and RWR significantly related to deep motivation and deep strategies; however, the numbers of these two types of messages were negatively correlated to surface strategies. Finally, cluster analysis revealed three distinct groups who scored significantly different in almost all aspects of approaches to learning and perceptions of online discussions. Students in the cluster who adopted deep approaches and scored highest in the perception scales outperformed students in the other two clusters, both in terms of the number of ER messages and academic performance. Pedagogical implications for teaching with online discussions are discussed in this study.
机译：这项研究的主要目的是了解学生的学习方法，他们对在线讨论的看法，学生在异步讨论中的贡献以及他们的学习成绩之间的关系。两组问卷用于理解学生的学习方法和对在线讨论的看法。七个星期的讨论中的在线帖子被编码为三个主要类别：启动，详细响应（ER）和资源响应（RWR）。结果表明，首先，学生认知的某些方面影响了ER和RWR的数量。其次，学生对启动信息和RWR的贡献与深层动机和深层策略密切相关；但是，这两类消息的数量与表面策略负相关。最后，聚类分析揭示了三个不同的群体，他们在学习方法和在线讨论的理解的几乎所有方面均得分显着不同。在ER信息的数量和学习成绩方面，采用深层方法并在感知量表中得分最高的学生都优于其他两个学生。在这项研究中讨论了通过在线讨论进行教学的教学意义。

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