The development of the Conceptions of Learning Management inventory

Datos Bibliográficos

ID4096519
AutoresHung-Ming Lin, Hung‐Ming Lin (0000-0002-3250-003X, Minghsin University of Science and Technology, autor de correspondencia), Chia-Chun Tsai (0000-0001-7744-9971, National Taiwan University of Science and Technology), Chin-Chung Tsai
Año2013
Volumen38
Número5
Páginas741-757
Fecha de publicación2013-06-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2011.593621
OpenAlexW2145870513
IdiomaEN
Citas recibidas2
Referencias citadas34

The purpose of this study was to develop a questionnaire (called the Conceptions of Learning Management [COLM] inventory) to assess students' six categories of learning management (i.e. the learning of management), including learning management as ‘memorizing,’ ‘testing,’ ‘applying,’ ‘gaining higher status,’ ‘understanding’ and ‘seeing in a new way.’ Testing the scales with 428 students confirmed a six-factor structure through confirmatory factor analysis, and indicated an acceptable reliability and validity. The results also revealed gender and grade level differences in students' conceptions of learning management. Moreover, the ‘testing’ conception was negatively correlated with the conceptions of ‘applying,’ ‘gaining higher status,’ ‘understanding’ and ‘seeing in a new way.’ Possible reasons were discussed through a follow-up interview study, showing that students who agreed more with the ‘testing’ conception regarded tests as a motivation for studying, while students agreeing less focused more on applying and understanding knowledge than on preparing for tests in learning management. Keywords: conceptions of learning managementmanagement educationmanagement studentsconfirmatory factor analysisstudent learning Acknowledgements Funding of this research was provided by the National Science Council, Taiwan, under grant NSC 98-2511-S159-001-MY2, 98-2511-S-011-005-MY3, and 99-2511-S-011-005-MY3

Confirmatory factor analysis · Developmental psychology · Higher education · Mathematics education · Memorization · Psychometrics · Structural equation modeling · Test validity · Computer Science · Education and Learning Interventions · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology