Literaturnachweis - Detailanzeige
Autor/inn/en | Yang, Fan; Stefaniak, Jill |
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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 |
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 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 |