Exploring the Differences in Learning Strategy Use Between Online and Offline Classes
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The purpose of this study was to explore whether there is a difference between online and offline classes in the degree of learning strategies that learners use for learning outcomes and whether there is a connection between learning strategies used in online and offline classes. A total of 81 college students, taking liberal arts English classes—Reading and Writing Practice, TOEIC Beginner, Let’s Know Two-Word Verbs, and ESP Reading and Writing—answered questions based on the learning strategies scales from the Motivated Strategies of Learning Questionnaire (MSLQ) by Pintrich et al. (1991). There was a total of 30 questions related to rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation. The results showed that there was no significant difference between online and offline classes in learning strategies used. It was further found that there were highly significant relationships among the learning strategies used in online and offline classes. Although there was no difference in strategy use between online and offline learning, this current study found out that the level of the strategy uses and the relationship between strategies used was significant. This study emphasizes that the use of learning strategies should be presented according to the context and learning environment.
Abstract
The purpose of this study was to explore whether there is a difference between online and offline classes in the degree of learning strategies that learners use for learning outcomes and whether there is a connection between learning strategies used in online and offline classes. A total of 81 college students, taking liberal arts English classes—Reading and Writing Practice, TOEIC Beginner, Let’s Know Two-Word Verbs, and ESP Reading and Writing—answered questions based on the learning strategies scales from the Motivated Strategies of Learning Questionnaire (MSLQ) by Pintrich et al. (1991). There was a total of 30 questions related to rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation. The results showed that there was no significant difference between online and offline classes in learning strategies used. It was further found that there were highly significant relationships among the learning strategies used in online and offline classes. Although there was no difference in strategy use between online and offline learning, this current study found out that the level of the strategy uses and the relationship between strategies used was significant. This study emphasizes that the use of learning strategies should be presented according to the context and learning environment.
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