2022 Volume 37 Issue 3 Pages 281-284
[Purpose] This study aimed to examine the effects of interactive and collaborative learning record activities using learning record forms on students’ requests for academic help. [Participants and Methods] Thirty-seven students at a rehabilitation college were asked to write down their daily learning contents on a learning record form, and the contents were shared and discussed in groups of three to four students. Before, four months after, and eight months after the learning record activity, the students were surveyed about their forms of academic help requests, and the scores of avoidant, dependent, and adaptive types were calculated. [Results] The avoidant type showed significant improvement after four months, while the dependent and adaptive types showed significant improvement after eight months. [Conclusion] The results suggest that the continuous practice of learning record activities, which are interactive, relatively easy, and quick to implement, may promote students’ acquisition of assistance request skills.
