Enhancing students' self-efficacy, elaboration, and critical thinking skills in a collaborative educator preparation program

In the learner-centered learning environment, students can connect and engage with their peers and with the real world easily. The purpose of this study was to examine the relationships of online students' perceptions of learner-centered approach, motivated strategies for learning, and critical...

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Bibliographic Details
Published in:Quarterly review of distance education 2016-06, Vol.17 (2), p.15
Main Authors: Tseng, Hungwei, Gardner, Teresa, Yeh, Hsin-Te
Format: Article
Language:English
Subjects:
21st century
Behavioral Objectives
Classrooms
Collaborative learning
Critical thinking
Distance learning
Educational Environment
Independent study
Knowledge
Learning Processes
Learning Strategies
Lifelong Learning
Motivation
Online Courses
Online education
Online instruction
Problem based learning
Problem solving
School environment
Self-efficacy
Student Participation
Students
Studies
Teaching
Teaching Methods
Thinking Skills
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Summary:In the learner-centered learning environment, students can connect and engage with their peers and with the real world easily. The purpose of this study was to examine the relationships of online students' perceptions of learner-centered approach, motivated strategies for learning, and critical thinking skills. Participants were 15 graduate students enrolled in 2 online courses. The students reported the online courses they were taking utilized learner-centered instructions. Moreover, the results revealed that students reported increased mean scores on learner-centered approach (M = 3.89, SD = .44) and on all three motivated strategies for learning (self-efficacy, elaboration, and critical thinking) after completing all course activities. On average, students scored 24.84 out of 28 possible points on their critical thinking skills from the assessment of the assigned project. In addition, the results also revealed that learner-centered approach was positively correlated with all three motivated strategies for learning and was significantly correlated with elaboration learning strategy (r = .55). The highest correlation was found between elaboration and critical thinking learning strategies (r = .69). The results of this study also indicated that online students who have higher perceptions of learner-centered approach are more likely to have higher motivated strategies for learning, especially critical thinking skills.
ISSN:1528-3518
2169-1266