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How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone
ARTICLE

CJLT Volume 42, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

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Abstract

The purpose of this study was to examine the relationships between learners\u2019 learning strategies and learning satisfaction in an asynchronous online learning environment, in an attempt to shed some light on how people learn in an online learning environment. One hundred and sixteen graduate students who were taking online learning courses participated in this study. The result revealed that \u2018metacognitive strategy\u2019 and \u2018time and study environment\u2019 had positive correlations with learners\u2019 satisfaction, while \u2018help seeking\u2019 had a negative correlation. The findings of a multiple regression analysis showed that \u2018metacognitive strategy\u2019 and \u2018peer learning\u2019 led to learners\u2019 satisfaction in an online learning environment. The findings of this study contribute to a better understanding of how successful learning occurs in an online learning environment, and provide recommendations on designing an effective online learning. L\u2019objet de cette tude tait d\u2019examiner les relations entre les stratgies d\u2019apprentissage des apprenants et la satisfaction lie l\u2019apprentissage dans un environnement asynchrone d\u2019apprentissage en ligne, dans le but de faire la lumire sur les faons dont les gens apprennent dans un environnement d\u2019apprentissage en ligne. Cent seize tudiants aux cycles suprieurs qui suivaient des cours en ligne ont pris part cette tude. Les rsultats ont rvl que la stratgie mtacognitive et le moment et l\u2019environnement pour l\u2019tude avaient des corrlations positives avec la satisfaction des apprenants, alors que demander de l\u2019aide avait une corrlation ngative. Les conclusions d\u2019une analyse de rgression multiple ont dmontr que la stratgie mtacognitive et l\u2019apprentissage entre pairs avaient des corrlations positives avec la satisfaction des apprenants dans un environnement d\u2019apprentissage en ligne. Les conclusions de cette tude contribuent une meilleure comprhension des faons dont un apprentissage russi se produit dans un environnement d\u2019apprentissage en ligne et fournissent des recommandations sur la conception d\u2019un apprentissage en ligne efficace.

Citation

Choi, B. (2016). How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 42(1),. Canadian Network for Innovation in Education. Retrieved July 3, 2022 from .

© 2016 Canadian Network for Innovation in Education

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