Are There Any Joint Effects of Online Student Question Generation and Cooperative Learning?
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Are There Any Joint Effects of Online Student Question Generation and Cooperative Learning? Fu-Yun Yu • Chun-Ping Wu • Chung-Chi Hung
Ó De La Salle University 2013
Abstract This study investigated the joint effects of online student question-generation and cooperative learning strategies with regard to learning anxiety and student perceptions of the value of the related activity for enhancing self-perceived competence. A 2 (question generation vs non-question generation) 9 2 (cooperative learning vs individual learning) quasi-experimental research design was adopted. A total of 132 sixth graders from four classes participated in an intervention that lasted for four consecutive weeks. An online learning system that enabled students to construct, assess, and answer questions was used. An analysis of the data thus obtained revealed that the joint use of the cooperative learning and question-generation strategies did neither lead to less learning anxiety being associated with the activity, nor did it promote student perceptions of the value of the activity for enhancing selfcompetence with regard to either the learning content or strategies used, as compared to the approach using only one strategy. These unexpected results are explained with reference to cognitive load theory. The limitations and
F.-Y. Yu Institute of Education, National Cheng Kung University, No. 1, University Road, Tainan City 701, Taiwan e-mail: [email protected] C.-P. Wu (&) Department of Educational Technology, TamKang University, No. 151, Yingzhuan Rd., Danshui Dist., New Taipei City 251, Taiwan e-mail: [email protected] C.-C. Hung No. 130, Huashan Rd., Xiaogang Dist., Kaohsiung City 812, Taiwan e-mail: [email protected]
significance of this study are provided, along with suggestions for practitioners and researchers. Keywords Cognitive load Cooperative learning Learning anxiety Online student question generation Perceived task value
Introduction Student Question Generation Various terms for student question generation (SQG) appear in the literature (e.g., student-generated questions, student-constructed questions, student item construction, student-developed exams, student-produced assessment items, problem-posing, problem writing, and so on), and variations of this approach have been applied in various subjects in actual classroom practice. While having been defined differently from contrasting perspectives (Stoyanova and Ellerton 1996), to fit within the goals and contexts of most forms of school education and instruction, SQG is defined broadly in the current study as the process by which students construct questions around a specific problem, a given open situation, or areas of an instructional content they deem educationally important and relevant, corresponding to specific previous classroom activities or experiences, for learning and assessment purposes. The theoretical foundations and empirical investigations of SQG generally support its pedagogical value and positive effects on learning (Yu and Che
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