Assessing the Relationship of Web-based Cooperative Learning and Adult Students’ English Learning in the Perspective of Interactive Hypothesis
- DOI
- 10.2991/scict-14.2014.60How to use a DOI?
- Keywords
- Web-based Cooperative Learning; English Learning; Adult Education; Interactive Hypothesis
- Abstract
This study analyzed the relevancy between Web-based Cooperative Learning and the outcome of adult students’ English learning in the perspective of the Interactive Hypothesis by investigating 692 adult students in the fields of online learning time, online coursework score and posting frequency. It found that the adult students’ online learning time, online coursework score and posting frequency all present significant positive relationships with their English learning outcome. Those findings verified that the Web-based Cooperative Learning Model founded on the Interactive Hypothesis can indeed improve students’ English ability effectively.
- Copyright
- © 2014, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Xiaomin Gan AU - Yuling Ma AU - Qinyi Tan PY - 2014/05 DA - 2014/05 TI - Assessing the Relationship of Web-based Cooperative Learning and Adult Students’ English Learning in the Perspective of Interactive Hypothesis BT - Proceedings of the 2nd International Conference on Soft Computing in Information Communication Technology PB - Atlantis Press SP - 245 EP - 249 SN - 1951-6851 UR - https://doi.org/10.2991/scict-14.2014.60 DO - 10.2991/scict-14.2014.60 ID - Gan2014/05 ER -