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- W2126192756 endingPage "1103" @default.
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- W2126192756 abstract "Past research has shown the variations of students’ conceptions of learning, but little has been especially undertaken to address students’ conceptions of web-based learning and to make comparisons between students’ conceptions of learning in general and their conceptions of web-based learning in particular. By interviewing 83 Taiwanese college students with some web-based learning experiences, this study attempted to investigate the students’ conceptions of learning, conceptions of web-based learning, and the differences between these conceptions. Using the phenomenographic method of analyzing student interview transcripts, several categories of conceptions of learning and of web-based learning were revealed. The analyses of interview results suggested that the conceptions of web-based learning were often more sophisticated than those of learning. For example, much more students conceptualized learning in web-based context as pursuing real understanding and seeing in a new way than those for learning in general. This implies that the implementation of web-based instruction may be a potential avenue for promoting students’ conceptions of learning. By gathering questionnaire responses from the students, this study further found that the sophistication of the conceptions toward web-based learning was associated with better searching strategies as well as higher self-efficacy for web-based learning." @default.
- W2126192756 created "2016-06-24" @default.
- W2126192756 creator A5009382759 @default.
- W2126192756 date "2009-12-01" @default.
- W2126192756 modified "2023-09-29" @default.
- W2126192756 title "Conceptions of learning versus conceptions of web-based learning: The differences revealed by college students" @default.
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- W2126192756 doi "https://doi.org/10.1016/j.compedu.2009.05.019" @default.
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