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/).

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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  -