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Guidance on the Use of Learning Strategies in Distance Education (DE) as a Function of Age and Gender

Guidance on the Use of Learning Strategies in Distance Education (DE) as a Function of Age and Gender

Paula Mariza Zedu Alliprandini, Marilza Aparecida Pavesi, Dayanne Vicentini, Juliane Tiemi Sekitani
Copyright: © 2015 |Volume: 11 |Issue: 3 |Pages: 9
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466675810|DOI: 10.4018/IJICTE.2015070105
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MLA

Alliprandini, Paula Mariza Zedu, et al. "Guidance on the Use of Learning Strategies in Distance Education (DE) as a Function of Age and Gender." IJICTE vol.11, no.3 2015: pp.53-61. http://doi.org/10.4018/IJICTE.2015070105

APA

Alliprandini, P. M., Pavesi, M. A., Vicentini, D., & Sekitani, J. T. (2015). Guidance on the Use of Learning Strategies in Distance Education (DE) as a Function of Age and Gender. International Journal of Information and Communication Technology Education (IJICTE), 11(3), 53-61. http://doi.org/10.4018/IJICTE.2015070105

Chicago

Alliprandini, Paula Mariza Zedu, et al. "Guidance on the Use of Learning Strategies in Distance Education (DE) as a Function of Age and Gender," International Journal of Information and Communication Technology Education (IJICTE) 11, no.3: 53-61. http://doi.org/10.4018/IJICTE.2015070105

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Abstract

This study aims to determine whether there are differences in the use of learning strategies used by students enrolled in courses offered in the format of Distance Learning (DL) by gender and age of participants. A total of 402 students responded to a range of learning strategies evaluations - version adapted for distance learning, containing 49 closed items () and an open question. Part of the data collection was conducted online and the other part in person. The results show significant differences on the use of cognitive and meta-cognitive strategies and by gender and showed that female participants are more strategic than male. Significant differences were also noted in the use of cognitive strategies regarding the age variable, with younger participants being less strategic than others. These results provide important educational implications for distance education.

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