The Effects of One-to-One Laptop Program on Help-Seeking and Homework Completion

Many students prefer to abandon rather than seek help during their homework. However, seeking support is recognized as an effective learning strategy to complete assignments. Technology-supported classroom could have a beneficial impact on this strategy and, therefore, on homework completion. This a...
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Autor*in:	Jérémie Bisaillon [verfasserIn] Stéphane Villeneuve [verfasserIn] Alain Stockless [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Französisch

Erschienen:	2020

Schlagwörter:	help-seeking one-to-one laptop program homework

Übergeordnetes Werk:	In: Canadian Journal of Learning and Technology - The Canadian Network for Innovation in Education (CNIE), 2004, 46(2020), 2
Übergeordnetes Werk:	volume:46 ; year:2020 ; number:2

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.21432/cjlt27891

Katalog-ID:	DOAJ071043888

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spelling	10.21432/cjlt27891 doi (DE-627)DOAJ071043888 (DE-599)DOAJ8a9100515bc040beab4c84d5b082282e DE-627 ger DE-627 rakwb eng fre Jérémie Bisaillon verfasserin aut The Effects of One-to-One Laptop Program on Help-Seeking and Homework Completion 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Many students prefer to abandon rather than seek help during their homework. However, seeking support is recognized as an effective learning strategy to complete assignments. Technology-supported classroom could have a beneficial impact on this strategy and, therefore, on homework completion. This article aims to compare students from a one-to-one laptop program to others studying in a traditional classroom environment on their 1) help-seeking strategies and 2) homework completion frequency. Quantitative analyses tend to confirm the initial hypothesis. However, they reveal the necessity to sensitize students regarding the appropriate use of technological tools to ensure their beneficial impact on learning. help-seeking one-to-one laptop program homework Education L Stéphane Villeneuve verfasserin aut Alain Stockless verfasserin aut In Canadian Journal of Learning and Technology The Canadian Network for Innovation in Education (CNIE), 2004 46(2020), 2 (DE-627)473206080 (DE-600)2169337-7 14996685 nnns volume:46 year:2020 number:2 https://doi.org/10.21432/cjlt27891 kostenfrei https://doaj.org/article/8a9100515bc040beab4c84d5b082282e kostenfrei https://www.cjlt.ca/index.php/cjlt/article/view/27891 kostenfrei https://doaj.org/toc/1499-6677 Journal toc kostenfrei https://doaj.org/toc/1499-6685 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 46 2020 2
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allfieldsGer	10.21432/cjlt27891 doi (DE-627)DOAJ071043888 (DE-599)DOAJ8a9100515bc040beab4c84d5b082282e DE-627 ger DE-627 rakwb eng fre Jérémie Bisaillon verfasserin aut The Effects of One-to-One Laptop Program on Help-Seeking and Homework Completion 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Many students prefer to abandon rather than seek help during their homework. However, seeking support is recognized as an effective learning strategy to complete assignments. Technology-supported classroom could have a beneficial impact on this strategy and, therefore, on homework completion. This article aims to compare students from a one-to-one laptop program to others studying in a traditional classroom environment on their 1) help-seeking strategies and 2) homework completion frequency. Quantitative analyses tend to confirm the initial hypothesis. However, they reveal the necessity to sensitize students regarding the appropriate use of technological tools to ensure their beneficial impact on learning. help-seeking one-to-one laptop program homework Education L Stéphane Villeneuve verfasserin aut Alain Stockless verfasserin aut In Canadian Journal of Learning and Technology The Canadian Network for Innovation in Education (CNIE), 2004 46(2020), 2 (DE-627)473206080 (DE-600)2169337-7 14996685 nnns volume:46 year:2020 number:2 https://doi.org/10.21432/cjlt27891 kostenfrei https://doaj.org/article/8a9100515bc040beab4c84d5b082282e kostenfrei https://www.cjlt.ca/index.php/cjlt/article/view/27891 kostenfrei https://doaj.org/toc/1499-6677 Journal toc kostenfrei https://doaj.org/toc/1499-6685 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 46 2020 2
allfieldsSound	10.21432/cjlt27891 doi (DE-627)DOAJ071043888 (DE-599)DOAJ8a9100515bc040beab4c84d5b082282e DE-627 ger DE-627 rakwb eng fre Jérémie Bisaillon verfasserin aut The Effects of One-to-One Laptop Program on Help-Seeking and Homework Completion 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Many students prefer to abandon rather than seek help during their homework. However, seeking support is recognized as an effective learning strategy to complete assignments. Technology-supported classroom could have a beneficial impact on this strategy and, therefore, on homework completion. This article aims to compare students from a one-to-one laptop program to others studying in a traditional classroom environment on their 1) help-seeking strategies and 2) homework completion frequency. Quantitative analyses tend to confirm the initial hypothesis. However, they reveal the necessity to sensitize students regarding the appropriate use of technological tools to ensure their beneficial impact on learning. help-seeking one-to-one laptop program homework Education L Stéphane Villeneuve verfasserin aut Alain Stockless verfasserin aut In Canadian Journal of Learning and Technology The Canadian Network for Innovation in Education (CNIE), 2004 46(2020), 2 (DE-627)473206080 (DE-600)2169337-7 14996685 nnns volume:46 year:2020 number:2 https://doi.org/10.21432/cjlt27891 kostenfrei https://doaj.org/article/8a9100515bc040beab4c84d5b082282e kostenfrei https://www.cjlt.ca/index.php/cjlt/article/view/27891 kostenfrei https://doaj.org/toc/1499-6677 Journal toc kostenfrei https://doaj.org/toc/1499-6685 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 46 2020 2
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author	Jérémie Bisaillon
spellingShingle	Jérémie Bisaillon misc help-seeking misc one-to-one laptop program misc homework misc Education misc L The Effects of One-to-One Laptop Program on Help-Seeking and Homework Completion
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title	The Effects of One-to-One Laptop Program on Help-Seeking and Homework Completion
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title_sort	effects of one-to-one laptop program on help-seeking and homework completion
title_auth	The Effects of One-to-One Laptop Program on Help-Seeking and Homework Completion
abstract	Many students prefer to abandon rather than seek help during their homework. However, seeking support is recognized as an effective learning strategy to complete assignments. Technology-supported classroom could have a beneficial impact on this strategy and, therefore, on homework completion. This article aims to compare students from a one-to-one laptop program to others studying in a traditional classroom environment on their 1) help-seeking strategies and 2) homework completion frequency. Quantitative analyses tend to confirm the initial hypothesis. However, they reveal the necessity to sensitize students regarding the appropriate use of technological tools to ensure their beneficial impact on learning.
abstractGer	Many students prefer to abandon rather than seek help during their homework. However, seeking support is recognized as an effective learning strategy to complete assignments. Technology-supported classroom could have a beneficial impact on this strategy and, therefore, on homework completion. This article aims to compare students from a one-to-one laptop program to others studying in a traditional classroom environment on their 1) help-seeking strategies and 2) homework completion frequency. Quantitative analyses tend to confirm the initial hypothesis. However, they reveal the necessity to sensitize students regarding the appropriate use of technological tools to ensure their beneficial impact on learning.
abstract_unstemmed	Many students prefer to abandon rather than seek help during their homework. However, seeking support is recognized as an effective learning strategy to complete assignments. Technology-supported classroom could have a beneficial impact on this strategy and, therefore, on homework completion. This article aims to compare students from a one-to-one laptop program to others studying in a traditional classroom environment on their 1) help-seeking strategies and 2) homework completion frequency. Quantitative analyses tend to confirm the initial hypothesis. However, they reveal the necessity to sensitize students regarding the appropriate use of technological tools to ensure their beneficial impact on learning.
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title_short	The Effects of One-to-One Laptop Program on Help-Seeking and Homework Completion
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