Abstract
The study analyzed the listening behavior patterns of students in an online learning setup using their online interaction and listening strategies in terms of the following aspects: metacognitive, cognitive and socio-affective. This aims to provide understanding of how student adjust in an online learning setup and what specific scenarios maximize students’ effective participation and achievement. The study used descriptive research design to analyze students’ online listening strategies and interaction analysis to understand how they listen, engage and learn in an online learning setup. An online listening strategies inventory was developed and validated for the purpose of this study. The study involved 116 college freshmen students in a state university taking up a general mathematics education course. The results of the study reveal that students utilize equally the metacognitive, cognitive and socio-affective strategies of listening in an online learning setup. This implies that students apply all the necessary strategies they know to be able to adjust and cope in learning in an online environment. Furthermore, the interaction analysis results revealed that students in an online learning setup will engage, collaborate and learn more in an online learning scenario where the teacher and other students’ cameras are turned on. This implies that students find learning in an online setup more engaging and encouraging if it is “more like a face-to-face” scenario. Finally, a framework in designing an effective online learning setup that recognizes and responds to students’ listening behavior patterns is proposed.
Presenters
Rainilyn DuqueFaculty, College of Science - Mathematics Department, Bulacan State University, Bulacan, Philippines
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Listening Behavior, Listening Strategies, Online Learning Setup, Academic Achievement, Framework
