Differences of Using Learing Strategies in Higher Education: By SAT, GPA, and On/Off line Environments
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Abstract
It is controversial whether the most critical learning achievement factor is biological brain ability (intelligence) or environmental treatment (strategies). However, nobody would deny that both of them are very influential on learning anyway and if so educators need to focus on how to provide better external treatment such as learning strategies as an environmental factor. This research started from the question if there is any difference of using learning strategies especially in higher education. And if any, how are these different by SAT, GPA, and online/offline environments. To find out the answer, data on using learning strategies were collected from high SAT group (within top 0.5%) and low SAT group (within 25%-75%), from high GPA group and low GPA group within a same SAT group, and from traditional offline students and online distance students. Findings indicated higher SAT group students, higher GPA students within a same SAT group, and online distance learners use more autonomous, independent, selfregulated learning strategies than lower SAT group students, lower GPA group students, and traditional offline learners. And critical cognitive learning strategies of excellent students were found. Implications and suggestions of the results were discussed.