A Systematic Review of Studies Exploring Help-Seeking Strategies in Online Learning Environments

Autor/inn/en	Yang, Fan; Stefaniak, Jill
Titel	A Systematic Review of Studies Exploring Help-Seeking Strategies in Online Learning Environments
Quelle	In: Online Learning, 27 (2023) 1, S.107-126 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Help Seeking; Educational Trends; Electronic Learning; Educational Environment; Educational Research; Foreign Countries; Elementary Secondary Education; Higher Education; Professional Development; United States; Canada; Taiwan; Jordan; Bahrain; Brunei; Hong Kong; Turkey; Belgium; France; Germany; Australia; New Zealand + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Bildungsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; USA; Kanada; Hongkong; Türkei; Belgien; Frankreich; Deutschland; Australien; Neuseeland
Abstract	Adaptive help-seeking as a learning strategy can influence learners' learning outcomes. Learners in online learning environments need more self-regulation and especially more help-seeking strategies. A systematic review was conducted to explore help-seeking strategies in online learning environments. A search on help-seeking strategies in online environments in Educational Research Information Center (ERIC) and PsycInfo yielded 36 peer-reviewed articles that met the inclusion criteria for this study. Karabenick and Knapp's categories of help-seeking (formal help-seeking, informal help-seeking, instrumental activities, lowering performance aspirations, and altering goals) were used to review the strategies employed by students in online learning. The results show that there is an extreme lack of research on learners' psychological decision-making process when they lower performance aspirations or alter their goals. Moreover, most studies focus on the learners' formal and informal help-seeking behaviors in online settings. Since much research has been limited to small case studies that are not always generalizable, future studies are encouraged to include more instructional contexts and personal variables like gender, age, educational background, and mastery of computer skills. To avoid biases that may occur in self-reporting studies, recommendations are made for future studies that use more subjective methods to trace their actual help-seeking behaviors. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01