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Procedia Social and Behavioral Sciences 2 (2010) 397401

WCES-2010

Group learning strategies for online course

Fu-Jen Catholic University, Taipei 24205, Taiwan b Providence University,Taichung 43301, Taiwan

Received October 5, 2009; revised December 14, 2009; accepted January 4, 2010

Abstract The research was designed to identify and assess students use of strategies relevant to web-based learning in nutrition professional development. Research data was collected and summarized over different academic years (covering Study I Study II). In Study I, 33 strategies were identified and grouped into following categories: information processing, group coordination and management, self-monitoring, and task refinement. In Study II, these strategies were translated into a set of questionnaire items for assessment. Correlation analyses indicated that 26 strategy items were positively correlated with learning outcomes (p<0.05). Emphasis on implementation of these strategies is suggested.
Keywords: Online learning; learning strategies; nutritional education; higher education; group learning; team-based learning, group project.

1. Introduction As health professionals, continuing professional development is mandatory for dieticians to exhibit their competency in professional knowledge (Sturrock & Lennie, 2009). Long-term professional training requires new educational pedagogies and innovative ways to guarantee quality education for professional competency. For example, for nutrition professionals, providing e-learning context in curricula and using task-oriented learning approach to encourage students active participation within a cooperative team-approach leads to more meaningful learning and knowledge construction (ChanLin & Chan, 2007). Advances in information and communication technology are influencing instructional formats and delivery modes in professional health science and nutritional training (Carbonaro et al., 2008; Savige, 2005). The use of various technological tools for learning has also become one of the essential skills in the training of dieticians. Elearning provides a useful teaching platform for delivering accessible and convenient education to nutritional and clinical professionals. However, to be successful in an e-learning environment, students must put effort into their studies and employ various learning strategies and skills that support meaningful learning (Mansour & Mupinga, 2007) . Although most of the research on learning strategies and achievement outcomes has focused on a traditional classroom setting, the relatively new arena of online course delivery suggests research may have to revisit learning strategies research and considered which types of strategies are most useful in a web-based learning environment

* Lih-Juan ChanLin. Tel.: 011-886-229053226; fax: 011-886-29017405. E-mail address: lins1005@mail.fju.edu.tw

1877-0428 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.03.033

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(Wadsworth et al., 2007). In professional training related to nutrition and healthcare, e-learning encompasses the use of computer communications and technology to enhance learning, the development of students competence in the e-learning context in solving dietetic problems has drawn much attention (ChanLin, 2008; ChanLin & Chan, 2007). In order to manage e-learning effectively, courses being taught through e-learning need to focus on building skills and clinical expertise in their curricula (Bristol & Gloor, 2007). In an e-learning context, students are provided with a new learning opportunity to accomplishing learning goals that might be different from the traditional ones. Creating new knowledge through a project work might be the most demanding proficiency undergraduates should be expected to achieve within their professional training (Steetle, 2008). Recent studies have frequently addressed the importance of integrating web-based learning activities to foster students use of learning strategies in engagement, self-direction, information seeking initiatives, and professional socialization in current higher education settings (Barnet, 2008). More research effort is needed to examine how students experience in developing required skills and strategies achieves learning goals in web-based learning contexts. The purposes for the research were to explore: (1) strategies that students used in completing team research projects in the online learning context, and (2) relation between the use of these strategies and students learning achievement. 2. Method 2.1. Settings The online learning course, Drug and Nutrient Interactions, containing weekly tasks was designed to encourage a sense of involvement in the use of reference materials for various drug and nutrient interaction problems. Details about the design of the web-based instruction were reported in ChanLin & Chan (2007). Students signed up with 5-6 persons per team to complete a group research project at the end of the course. Each student was required to interact with his/her team members routinely. All of students postings in discussion forums were gathered. Students learning outcomes were assessed from mid-term (self-pace learning of instructional materials for obtaining knowledge content) and team -research project (exploration of a specific research issue among team members). Following indicators were used for evaluating each students project performance: appropriate content, use of format and appropriate references, correct writing structure, and peer assessment. 2.2. Data Collection The research was conducted over different academic years using both qualitative and quantitative approach (in Study I and Study II respectively) to assess students use of online project strategies. In Study I, students postings (2753), interviews (17), and verbal reflections (45) were analysed to identify strategies used by students when participating in online group learning. Thirty-three strategy items were grouped into five categories: information processing, group coordination and management, self-monitoring, and task refinement. In study II, these strategies were translated into questionnaire items to assess students use of strategies in completing their work. A Likert scale (ranging from 1-5 points for responses from very infrequent to very frequent) was used to reflect on students responses. The correlation analyses between students learning outcomes and use of learning strategies were conducted to determine whether each of these items related to learning performance (determined by averaging the scores for mid-term and group project). 3. Results Study I categorized students use of strategies from various resources, including 2753 postings in group discussion forums, students final reflections, and interview data among 17 volunteers. Although students were obliged to participate in team-oriented activities, their use of strategies varied. Some strategies were crucial for managing teamwork, and some were essential for a higher level of knowledge construction. Students use of strategies is summarized in the following categories: information processing, group coordination and management, self-monitoring, and task refinement. These strategies are listed in Table 1 (left column). In Study II, strategy items identified were translated into a set of questionnaire items to measure students frequency of use. Data collected among 47 respondents revealed variation (1 to 5 points) of frequency in the use of these strategies, with means ranging from 2.49 (+ 0.83) to 3.55 (+ 0.86) for each item. The most frequently uses

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strategy is Provide suggestion to help managing group work, while the least frequently uses strategy is Provide different opinions for issue discussed. Correlation analysis between students final scores and use of strategies reveals most strategies (26 of 33) significantly related to students learning outcomes (p < 0.05) (Table 1).
Table 1. Correlation between learning outcomes and strategy use Strategy Item Information Processing Summarize main ideas from given information. Gather and provide reading information to group members. Comment on information obtained. Remind use of appropriate resource content. Criticize on specific information. Identify key principles for organizing information. Group Coordination and management Initiate interaction. Coordinate job content. Provide suggestion to help managing group work. Maintain socialized connections. Learn by helping others learn. Value highly on groups effort Remind others about time and progress. Be alert to team members responsibility. Self-monitoring Relate work experiences. Conceptualise needed knowledge with practical examples. Correct previous mistakes. Self-review ones own contribution. Reflect on learning experiences. Identify points for study Remind oneself about time and progress. Express learning difficulties. Self-review ones own effort. Attend to the requirement of the course. Task Refinement Provide different opinions for issue discussed. Track on the issues explored Attend to the components of the project work. Attend to the consistency of project components. Identify problems and weakness of the project work. Search ways of solving problems in the project work. Compare the team project work with others works Adjust direction accordingly Give comments for improving the project work. * p < 0.05; ** p < 0.01; p < 0.001 Frequency Level 3.23 (+ 0.89) 3.17 (+ 1.01) 2.89 (+ 1.13) 3.04 (+ 0.91) 2.79 (+ 1.02) 3.13 (+ 0.90) 3.40 (+ 0.95) 3.51 (+ 0.83) 3.55 (+ 0.86) 3.36 (+ 0.87) 3.00 (+ 0.81) 3.34 (+ 0.98) 3.11 (+ 1.09) 2.85 (+ 0.83) 2.68 (+ 1.09) 2.98 (+ 1.13) 3.26 (+ 0.77) 3.30 (+ 0.72) 3.19 (+ 0.99) 3.45 (+ 0.94) 3.38 (+ 0.95) 3.02 (+ 0.99) 3.34 (+ 0.76) 3.38 (+ 1.05) 2.49 (+ 0.83) 3.51 (+ 0.83) 3.45 (+ 0.86) 3.36 (+ 0.74) 3.15 (+ 0.98) 3.23 (+ 0.91) 3.17 (+ 1.05) 3.21 (+ 1.06) 3.17 (+ 0.92) Correlation with Learning Outcomes 0.434 (p = 0.002**) 0.524 (p = 0.000***) 0.290 (p = 0.048*) 0.310 (p = 0.034*) 0.312 (p = 0.033*) 0.386 (p = 0.007**) 0.304 (p = 0.038*) 0.418 (p = 0.003**) 0.408 (p = 0.004**) 0.509 (p = 0.000***) 0.456 (p = 0.001**) 0.188 (p = 0.206) 0.411 (p = 0.004**) 0.456 (p = 0.001**) 0.296 (p = 0.044*) 0.290 (p = 0.048*) 0.263 (p = 0.074) 0.201 (p = 0.177) 0.322 (p = 0.027*) 0.313 (p =0.032*) 0.380 (p = 0.008**) 0.264 (p = 0.072) 0.192 (p = 0.196) 0.313 (p = 0.021*) 0.245 (p = 0.097) 0.332 (p = 0.023*) 0.335 (p = 0.027*) 0.377 (p = 0.009**) 0.299 (p = 0.041*) 0.056 (p = 0.711) 0.372 (p = 0.010*) 0.471 (p = 0.001**) 0.426 (p = 0.003**)

4. Discussion This research has examined students learning strategies in the context of an online group learning setting. Students use of strategies were identified in Study I, and then used as indicators for assessment in Study II. Findings of this research indicate that 26 strategies were correlated with students learning outcomes. The results inferred that not all students were used these strategies frequently. The more frequently they used the strategies, the better they performed in online group learning. In the category of Information Processing, gathering, summarizing, commenting, criticizing, and identifying key principles for organizing information reflected the importance of internalization of needed information among team members. As addressed, students in the information age require a set of abilities enabling individuals to recognize, locate, evaluate, and use needed information effectively (Jacobs, 2008; Salpeter, 2008). This means it is critical to link pedagogical issues to help students developing these strategies. From this study, positive correlations between students frequency of use of these strategies and learning outcomes revealed that fostering reflective, critical habits of mind in processing information among students might have potential impact on students learning achievement.

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Several strategies in the Group Coordination and Management category positively related to learning outcomes, including: initiating interaction, coordination and suggestions for group work, socializing and helping with others, and reminding others about time and progress. As noted by Ikpeze (2007), group collaboration allows students to become active learners rather than passive recipients. However, group learning does not automatically account for successful learning. It entails students frequent practice of these strategies for optimal function to enhance learning. The significant correlations in Group Coordination and Management identified in this study infer the importance of promoting the use of these group management strategies in order to help students collaborate with each other more successfully. In the Self Monitoring category, significant correlations were observed between outcomes and the following strategies: relating and reflecting on work and learning experiences, conceptualising knowledge, reflecting and elaborating, identifying points for study, self-reminding time and effort, and attending to course requirements. In most web-based learning settings, scaffolding the acquisition of self-monitoring skills is particularly important. Students are required to develop self-regulated skills in order to achieve academic success (Dabbagh & Kitsantas, 2005; Whipp & Chiarelli, 2005). The results of this study confirmed the significance of using several selfmonitoring strategies in regulating learning for achieving individual learning goals. Several strategies in the Task Refinement category positively related to learning outcomes, including: tracking issues explored, attending to components and consistency of the project work, identifying problems and weakness, comparing, adjusting, and improving. The rationale for assigning project tasks is to help students develop skills and knowledge throughout the learning process (Powell et al., 2008). In refining a project work, students learn to present, criticize, communicate, and revise along the process as they become knowledgeable (Wilhelm, et. al., 2008). Since completing the project task was the goal students were striving toward, some students examined their group work critically. The results of this study reveal the importance of students use of strategies in refining their group project is essential for achieving their goals. Michaelsen (1992) advocates focus on three major performance areas (individual, team, and individual contribution to the team) in a team-based learning context. Similar conclusions were drawn by this study. Several strategy items significantly correlated to students learning outcomes were identified. These strategy items can be translated into learning guidance to help students manage their learning activity and group work in the future implementation. Since students who did not master proficiencies of these strategies tended to perform poorly, future instructional effort might be focused on the facilitation of these strategies. From the instructional aspect, helping students understanding the meaningfulness of group activities and active monitoring through observation and personal reflection are both essential for assessing group dynamics and interaction (Lightner et. al., 2007). 5. Conclusion The major findings of the study suggest that although each student was requested to participate in team-oriented activities in web-based learning context, their uses of strategies were varied. Some strategies are crucial for managing teamwork and essential for a higher level of knowledge construction. Students use of strategies is summarized in following categories: information processing, group coordination and management, self-monitoring, and task refinement. The quantitative analyses, complemented by the qualitative results, revealed important additional findings about the usefulness of student learning strategies in supporting the completion of course assignments involving specific learning tasks. Students engaged in activities through the use of learning strategies tended to learn better. Therefore, it is crucial that these skills are well developed and used appropriately in webbased learning context. From a theoretical basis, this study has identified various strategies needed for an inquirybased learning. From a practical basis, facilitating students, working with students to use worthwhile strategies, structuring meaningful tasks, coaching both knowledge development and social skills are important factors in students learning experiences. Educators need to take conscious and deliberate action to help the development of these competencies. However, further research in examination of students competence in the use of strategies in different web-based learning setting is also required. Factor analysis among a larger group of students might also be needed to determine the reliability of questionnaire items used for assessment. Acknowledgement This paper is based on work that was supported by a grant from the National Science Council, Taiwan, whose financial support is gratefully acknowledged.

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