Conceptions of learning versus conceptions of web-based learning: The differences revealed by college students

  • Authors:

  • Chin-Chung Tsai

  • Affiliations:

  • Graduate School of Technological and Vocational Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Road, Taipei 106, Taiwan

  • Venue:
  • Computers & Education
  • Year:
  • 2009

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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.