Graduate Students’ Use and Perceived Value of Learning Resources in Learning the Content in an Online Course

Mary K. Wilhelm-Chapin, Tiffany A. Koszalka

Research output: Contribution to journalArticle

Abstract

This study focused on student-content interactions and engagement in an online graduate course. Student descriptions of their experiences and learning processes in relation to digital course resources were examined to understand how and why resources were used. Fourteen students provided detailed explanations of their use and perceived value of resources in gaining content knowledge. Results were mapped by whole group to examine patterns of behavior in use of course e-text, video tutorials, and self-check quizzes. Interactions with course e-text and video tutorials – reported as the primary sources for learning content – were also mapped on an individual level. Student explanations were then examined through the lens of Generative Learning Theory to further describe students process for learning content. Continued study of connections between learning resources and student-content interaction and engagement may inform effective and efficient design of online educational experiences.

Original languageEnglish (US)
Pages (from-to)361-372
Number of pages12
JournalTechTrends
Volume64
Issue number3
DOIs
StatePublished - May 1 2020

Keywords

  • Cognitive engagement
  • Generative learning theory
  • Learning resources
  • Online education
  • Student-content interactions

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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