Relationship between Conceptions of Learning and Learning Strategy in Virtual and Real Space Learners

The purpose of the present research was to investigate the relationship between conceptions of learning with cognitive and metacognitive strategies, and identifying the relative contribution of each of them in predicting learning strategies approaches by virtual space and real space learners and these two groups were compared. Correlational research method was used in this study. The statistical population of this research included staff of professional and technical centers to be fitted that taught ICDL skill. The size of this population was approximately 18000 people due to the high volume that fitted the community of available sampling methods were used. In order to find this, based on Krejcie and Morgan table, 376 employees of the professional and technical centers who had been earlier taught ICDL skill and had the bachelor and Master degree were chosen as sample. The data collection tools were the Karami learning strategies and Conceptions of Learning, after confirming the validity and reliability were used. Data were analyzed using multiple regression test, two independent samples t test and Correlation coefficient. Results indicated that there was significant difference between cognitive and metacognitive, and conceptions of learning by virtual space and real space learners. Results indicated that learning as a duty, remembering and personal change was the meaningful predicting factors of cognitive and metacognitive approaches by virtual space and real space learners. As well as those who were trained in the virtual environment, the amount of cognitive and metacognitive strategies of more use.