An investigation of SOAR study strategies for learning from multiple online resources |
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| Institution: | 1. University of Nebraska – Lincoln, 1520 20th Circle, Lincoln NE 68503, USA;2. University of Nebraska – Lincoln, TEAC 240, Lincoln 68588-0345, USA;1. Leibniz-Institute for Science and Mathematics Education at Kiel University (IPN), Olshausenstraße 62, 24118 Kiel, Germany;2. Institute for Educational Quality Improvement, Humboldt-Universität zu Berlin (IQB), Unter den Linden 6, 10099 Berlin, Germany |
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| Abstract: | This mixed-methods study investigated the effects of the SOAR study strategy for learning from multiple online resources. SOAR includes the components of selection, organization, association, and regulation. Past research confirmed that college students who study provided or partially provided SOAR materials achieved more than those using their preferred study methods when learning from a single printed (Jairam & Kiewra, 2009) or computer-based (Jairam & Kiewra, 2010) text. The present study was the first to investigate SOAR when college students create their own study materials and must learn from multiple online resources. In the present study, one hundred and thirty-four college students were assigned randomly to the preferred strategy control group or the SOAR strategy experimental group. Following a pre-survey and online training in their respective study strategy, both groups were directed to use their trained strategy to study scientific material available on multiple websites. Following the study period, participants were tested on the online material and then completed a post-survey. Qualitative analyses of pre-survey responses (before training) indicated that participants from both groups commonly use note taking, summarization, and memorization strategies to study online resources. Qualitative analyses of post-survey responses (after training) indicated that the preferred strategies control group used these same strategies to study the experimental material, whereas the SOAR-trained group used SOAR strategies. These qualitative data fit with quantitative data showing that (a) both groups created study materials reflective of their strategy training (preferred or SOAR); (b) SOAR strategy studiers achieved more than preferred strategy studiers on fact, relationship, and concept achievement items; and (c) SOAR-trained studiers had more positive attitudes about their trained methods than preferred-trained studiers. |
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