Learning Strategies Applied by University Students in Distance Learning
Abstract
This review study aims to provide an overview of previous research on learning strategies used by students studying in a distance-learning form. The basic sources for research were the Web of Science, Research, Gate and Google Scholar databases. We also proceeded with a subsequent search based on frequent citations, using the Internet search engine Google.
In accordance with the aim of this study, we sought answers to the following research questions in the analysis:
1. Which learning strategies are most frequently used by students studying in a distance-learning form?
2. In connection with which factors influencing distance-learning outcomes are learning strategies examined?
3. Which research methods are used to study distance-learning strategies?
We came to the following conclusions: In distance learning, it is necessary to help students develop their autonomous learning competence, knowledge of diverse learning strategies and reflective use of learning strategies, and increase the repertoire of reading strategies used by students. For some distance-learning students, however, the use of diverse learning strategies poses an issue; adult distance-learning students use only a fairly limited repertoire of learning strategies. Adult students use only those learning strategies which have worked for them in the past and are therefore convinced of their effectiveness. The most frequently used learning strategies for distance-learning students are retelling the text in their own words, with which students check whether they have understood the text sufficiently, compilation of an overview of information based on the read text, and the use of mnemonics.
In connection with the factors influencing distance-learning outcomes, research has shown that there is a relationship between the degree of cognitive development and the use of a broader repertoire of learning strategies. It was found that the effectiveness of learning in self-directed learning and the use of a wider repertoire of learning strategies are closely related to students’ mood, selfconfidence, self-assurance, and perseverance. In this study of learning strategies, quantitative and qualitative research methods are applied. However, mixed method research design is the most commonly used approach.
Keywords
learning strategies; distance learning; tools supporting collaboration; metacognitive strategies; student’s motivation
References
Alonso-Díaz, L., Gutiérrez-Esteban, P., Delicado-Puerto, G., Yuste-Tosina, R., Delgado, S. C., & Arias-Masa, J. (2017). E-portfolio: Open Educational Resources for a New Learning Culture. In E. Smyrnova-Trybulska (Ed.), Effective Development of Teachers Skills in the Area of ICT and E-learning 8, (pp. 143–156). University of Silesia in Katowice.
Arends, R. I. (2012). Learning to Teach. McGraw-Hill Companies.
Artelt, C. (2000). Strategisches Lernen. Waxmann.
Azouzi, S., Ayachi Gjannouchi, S., & Brahmi, Z. (2020). Study of e-learning system based on cloud computing: A survey. In A. Abraham, A. Cherukuri, P. Melin, & N. Gandhi (Eds.), Intelligent Systems Design and Applications. Advances in Intelligent Systems and Computing, 941 (pp. 532–544). Springer.
Barešová, A. (2011). E-learning ve vzdělávání dospělých. VOX a.s.
Baumert, J. (1993). Lernstrategien, motivationale Orientierung und Selbstwirksamkeitsüberzeugungen im Kontext schulischen Lernens. Unterrichtswissenschaft, 21(4), 327–354.
Baumert, J., Heyn, S., & Köller, O. (1992). Das Kieler Lernstrategien-Inventar (KSI). Institut für die Pädagogik der Naturwissenschaften an der Universität Kiel.
Baumert, J., & Köller, O. (1996). Lernstrategien und schulische Leistungen. In J. Möller & O. Köller (Eds.), Emotionen, Kognitionen und Schulleistung (pp. 137–154). Psychologie Verlags Union.
Bernt, F. M., & Bugbee, A. C. (1990). Study practices of adult learners in distance education: Frequency of use and effectiveness. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA. ERIC Document Reproduction Service No. ED 323 385.
Bimmel, P., & Rampillon, U. (2000). Lernerautonomie und Lernstrategien. Deutsch als Fremdsprache, 23, 105–129.
Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A Study of Thinking. Wiley.
Chamot, A. U., & El-Dinary, P. B. (1999). Children’s learning strategies in language immersion classrooms. Modern Language Journal, 83(3), 319–338.
Czerniawska, E., & Ledzińska, M. (1994). Ja i moja pamięć. O użytecznych strategiach uczenia się. WSiP.
Czerniawska, E. (1993). Swobodne i narzucone stosowanie strategii zapamiętywania a reproduktywne i produktywne efekty uczenia się tekstów. Psychologia Wychowawcza, 36, 212–224.
Czerniawska, E. (1998). Z prac nad polską adaptacją kwestionariusza „Wie lernst Du?” („Jak się uczysz?”) Joachima Lompschera. Psychologia Wychowawcza, 41, 353–364.
Czerniawska, E. (1999). Dynamika zachowań strategicznych w uczeniu się tekstów podręcznikowych. Wydawnictwa Uniwersytetu Warszawskiego.
Černý, M., Chytková, D., Mazačová, P., & Šimková, G. (2015). Distanční vzdělávání pro učitele. Flow.
Filcher, C., & Millerm G. (2000). Learning strategies for distance education students. Journal of Agriculture Education, 41(1), 60–68.
Green, J. M., & Oxford, R. L. (1995). A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL Quarterly, 29, 261–297.
Hnilica, K. (1992). Kognitivní a metakognitivní strategie autoregulovaného učení. Pedagogika, 42(4), 477–485.
Janík, T. (2013). Od reformy kurikula k produktivní kultuře vyučování a učení. Pedagogická orientace, 23(5), 634–663.
Janíková, V., et al. (2011). Výuka cizích jazyků. GRADA.
Kapoun, P. (2016). Coherence Model of Intruction. International Journal of Research in E-learning, 2(2), 81–91.
Karim, A. et al. (2018). The effectivity of authentic assessment based character education evaluation model. TEM Journal, 7(3), 495–500.
Ledzińska, M. (2000). Uczenie się wykraczające poza warunkowanie. In J. Strelau (Ed.), Psychologia, 2 (pp. 117–136). Gdańskie Wydawnictwo Psychologiczne.
Lind, G., & Sandmann, A. (2003). Lernstrategien und Domänwissen. Zeitschrift für Psychologie, 211(4), 171–192.
Liu, Y., Xue, J., & Li, M. (2020). Research on e-learning teaching assistant system based on improved particle swarm optimization algorithm. In Z. Xu, K. K. Choo, A. Dehghantanha, R. Parizi, & M. Hammoudeh (Eds.), Cyber Security Intelligence and Analytics. CSIA 2019. Advances in Intelligent Systems and Computing, 928, 1395–1400.
Lojová, G., & Vlčková, K. (2011). Styly a strategie učení ve výuce cizích jaz yků. Portál.
Lyall, R. (2005). The strategies used by distance education students when learning basic chemistry: implications for electronic delivery. Chemistry Education Research and Practice, 6(3), 150–165.
Mahmood, N., & Iqbal, Z. (2008). Student-centred pedagogical knowledge of prospective teachers and their teaching practices. Journal of Research and Reflections in Education, 12(2), 229–251.
Manughbai, F. (1991). The Processing Behaviors of Adult Second Language Learners and their Relationship to Second Language Proficiency. Applied Linguistics, 12(1), 268–298.
Mareš, J. (2013). Such are the ambitions of youth: Exploring issues of retention and attrition of early career teachers in NSW. Asia – Pacific Journal of Teacher Education, 31(2), 139–151.
Marczak, M., & Krajka, J. (2016). Translator education in the cloud: students’ perceptions of telecollaborative experiences. In E. Smyrnova-Trybulska (Ed.), Effective Development of Teachers Skills in the Area of ICT and E-learning, 8 (pp. 369–388). University of Silesia in Katowice.
Miller, G. (1997). Studying agriculture through videotape: learner strategies and cognitive styles. Journal of Agricultural Education, 38(1), 21–28.
Miller, G., & Carr, A. (1997). Information and training needs of agricultural faculty related to distance education. Journal of Applied Communications, 8(1), 1–9.
Moore, M. G. (1989). Distance education: A learner’s system. Lifelong Learning, 12(8), 8–11.
Morgan, C. J., Dingsdag, D., & Saenger, H. (1998). Learning strategies for distance learners: Do they help? Distance Education, 19 (1), 142–156.
Morańska, D. (2016). Academic E-learning Dilemmas. In E. Smyrnova-Trybulska (Ed.), Effective Development of Teachers Skills in the Area of ICT and E-learning, 8 (pp. 209–220). University of Silesia in Katowice.
Morze, N., Vember, V., & Varechenko-Trotsenko, L. (2017). Formative and peer assessment in higher education. In: E. Smyrnova-Trybulska (Ed.), Effective Development of Teachers Skills in the Area of ICT and E-learning, 9 (pp. 159–180). University of Silesia in Katowice.
Mokwa-Tarnowska, I. (2017). Making a Move to Teaching in an E-learning Environment – Gut Perspective. In: E. Smyrnova-Trybulska (Ed.), Effective Development of Teachers Skills in the Area of ICT and E-learning, 9 (pp. 449–463). University of Silesia in Katowice.
Naiman, N., Frohlich, M., Stern, H. H., &Todesco, A. (1978). The Good Language Learner. Ontario Institute for Studies in Education.
Najvarová, V. (2005). Čtenářské strategie studentů PdF MU. In J. Vašťátková (Ed.), Aktuální problémy pedagogiky ve výzkumech studentů doktorských studijních programů. Votobia, Olomouc, 242–246.
Neroni, J., Meijs, C., Gijselaerm, H. J. M., Kirschner, P. A., & de Groott, R. H. M. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73, 1–7.
Neuner-Anfindsen, S. (2005). Fremdsprachenlernen und Lernerautonomie: Sprachlernbewusstsein, Lernprozessorganisation und Lernstrategien zum Wortschatzlernen in Deutsch als Fremdsprache. Schneider Verlag Hohengehren.
Noskova, T., Pavlova, T., Yakovleva, O., Esteban, P. G., Espada, R. M., Delgado, S. C., Masa, J.A., Puerto, G. D., Diaz, L. A., & Tosina, R. Y. (2017). Contemporary Teacher Competencies Development: A Study of ICT Tools for Professional Activities in Russia and Spain. International Journal of Research in E-learning, 3(1), 99–108.
Noskova, T., Pavlova, T., Yakovleva, O. (2017). Electronic communication in education: a study of new opportunities. In M. Hrubý (Ed.), Distance Learning, Simulation and Communication. (pp. 127–135). University of Defence.
O’Malley, M., Chamot, A. U, & Küpper, L. (1989). Listening Comprehension Strategies in Second Language Acquisition. Applied Linguistics, 10(4), 418–437.
O’Malley, J. M., Chamot, A. U., Stewner-Manzannares, G., Kupper, L., & Russo, R. P. (1985).
Learning Strategies Used by Beginning and Intermediate ESL Students, Language Learning A Journal of Research in Language Studies, 35(1), 21–46.
Oxford, R. L., Park-Oho, Y., Ito, S., & Sumrall M. (1993). Learning a language by satellite television: What influences student achievement. System, 2(1), 1–48.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.
Oxford, R. L., & Burry-Stock, A. J. (1995). Assessing the language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory Language Learning. System, 23(2), 153–175.
Paige, R. M., Cohen, A. D., & Shively, R. L. (2004). Assessing the impact of a strategy-based curriculum on language and culture abroad. Frontiers: The internationally journal of study abroad, 10, 253–276.
Pavelková, I. (2002). Motivace žáků k učení. Perspektivní orientace žáků a časový faktor v žákovské motivaci. PedF UK.
Peacock, M. (2001). Match or mismatch? Learning styles and Teaching styles in EFL. International Journal of Applied Linguistics, 11(1), 1–20.
Petřková, A. (1994). Autonomní učební kompetence dospělých. Pedagogika, 3, 265–272.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Pokya, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82, 41–50.
Pryck, K.D, Miranda, R., Pereira, A., Teixeira, A., Schultz, R., Peterson, P.M., Guldbrant, L., Roccio, P., Savage, R., Danihelková, H., Löhmus, K., & Van Elst, S. (2005). Začínáme s ODL. Garant.
Rashid, S., & Rana, A. R. (2019). Relationship between the Levels of Motivation and Learning Strategies of Prospective Teachers at Higher Education Level. Bulletin of Education and Research, 4(1), 55–66.
Riding, R., & Cheema, I. (1991). Cognitive styles – an overview and integration. Educational Psychology, 11(3/4), 193–215.
Richards, J.C., Platt, J., & Platt, H. (1992). Dictionary of language teaching and applied linguistics. Longman.
Rubin J., & Wenden A. (1987). Learner Strategies in Language Learning. Prentice Hall International (UK) Ltd.
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41–51.
Rubin, J. (1981). Study of Cognitive Processes in Second Language Learning. Applied Linguistics, 11, 117–123.
Roszak, M., Kołodziejczak, B. (2017). Teachers’ Skills and ICT Competencies in Blended Learning. In E. Smyrnova-Trybulska (Ed.), Effective Development of Teachers Skills in the Area of ICT and E-learning, 9 (pp. 91–104). University of Silesia in Katowice.
Ryazantseva, O. V. (2016). The skills of teacher of distance learning system necessary for successful communication with the participants of the educational process. Young Scientist, 121 (40), 531–535.
Seel, N. (2011). Encyclopedia of the Sciences of Learning. Springer.
Shelomowska, O., Sorokina, N., Romaniukha, M., & Bohomaz, K. (2017). Network Communication as a Means of Improving the Efficiency of Teacher-Student Interaction. In E. SmyrnovaTrybulska (Ed.), Effective Development of Teachers Skills in the Area of ICT and E-learning, 9 (pp. 389–407). University of Silesia in Katowice.
Shiefele, U., Streblow, L., Ermgassen, U., & Moschner B. (2003). Lernmotivation und Lernstrategien als Bedingungen der Studienleistung Zeitschrift für Pädagogische Psychologie, 17(3, 4), 185–198. DOI: 10.1024/1010-0652.17.3.185
Sinkavich, F. J. (1994). Metamemory, study strategies and attributional style: Cognitive processes in classroom learning. Journal of Instructional Psychology, 21(2), 172–182.
Somuncuoglu, Y., & Yildirim, A. (1999). Relationship between achievement goal orientations and use of learning strategies. Journal of Educational Research, 92(5), 267–277.
Souvignier, E., & Gold, A. (2004). Lernstrategien und Lernerfolg bei einfachen und komplexen Leistungsanforderungen. Psychologie in Erziehung und Unterricht, 51, 309–318.
Stern, H. H. (1975). What Can We Learn from the Good Language Learner? Canadian Modern Language Review, 31, 304 –318.
Šnýdrová, M., & Ježková Petrů, G. (2020). E-learning jako příležitost vzdělávání generace Y a generace Z: jeho příležitosti a limity. Lifelong Learning celoživotní vzdělávání, 10(2), 232–249.
Tran, V.D., Nguyen, T.M., Nguyen, V., Soryaly, C., & Doan, M. D. (2019). Does Cooperative Learning May Enhance the Use of Students’ Learning Strategies? International Journal of Higher Education, 8(4), 79–88.
Vandergriff, L. (2005). Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening. Applied Linguistics, 26(1), 70–89.
Vlčková, K. (2005). Jak se brněnští gymnazisté učí cizí jazyky? Jaké strategie učení používají? Které strategie jsou z hlediska vzdělávacích výsledků nejefektivnější? In J. Vašťátková (Ed.), Pedagogický výzkum: Reflexe společenských potřeb a očekávání? Sborník příspěvků z XIII. konference ČAPV (pp. 340–343). Univerzita Palackého.
Vlčková, K. (2007). Strategie učení v kurikulu všeobecného vzdělávání. Orbis scholae, 1, 82–91.
Vlčková, K. (2010). Žákovské strategie učení cizímu jazyku ve všeobecném vzdělávání (průřezový výzkum. (Doctoral dissertation). Masarykova Univerzita.
Vlčková, K. (2003). Nepřímé strategie učení cizímu jazyku. FF MU.
Voronova, Z., Hotler, I., & Romaniukha, M. (2017). Didactical Aspects of Test Creation: Theoretical Component. In E. Smyrnova-Trybulska (Ed.), Effective Development of Teachers Skills in the Area of ICT and E-learning, 9 (pp. 193–208). University of Silesia in Katowice.
Weinstein, C. E., & Mayer R. E. (2016). The Teaching of Learning Strategies. In M. Wittrock (Ed.), The Handbook of Research on Teaching (pp. 315–327). American Educational Research Association.
Weinstein, C. E. (1989). Effects of personal experience on self-protective behavior. Psychological Bulletin, 105(1), 31–50.
Wen, Q., & Johnson, R. K. (1997). Learner Variables and English Achievement: A Study of Tertiary level English Majors in China. Applied Linguistics, 18(1), 27–48.
White, C. J. (1995). Autonomy and strategy use in distance foreign language learning: Research findings. System, 23(2), 207–221.
Wong, F. L. (1976). The Second Time Around: Cognitive and Social Strategies in Second Language Acquisition. Stanford University Press.
Wong, F. L. (1979). Individual Differences in Second Language Acquisition. In C. Fillmore, W. S. Y. Wang, & D. K. Kempler (Eds.), Individual Differences in Language Ability and Language Behavior (pp. 1127–1145). Academic Press.
Zimmerman, B. J., & Pons, M. M. (1986). Development of a Structured Interview for Assessing Students Use of Self-Regulated Learning Strategies. American Educational Research Journal, 23, 614–628.
Zlamalová, H. (2008). Distanční vzdělávání a e-learning. Praha: Univerzita Jana Amose Komenského.
Zormanová, L. (2017). Distance Learnign in the Higher Education. Lambert Academic Publishing Žlábková, I., & Krninský, L. (2014). Zkušenost v procesu učení studentů učitelství. ACORát – Časopis pro teorii a praxi osobnostně sociálního rozvoje, 3(1), 19–26.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.
1. License
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.
2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.
If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".
ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).
3. User Rights
Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.
4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.
