Self-Regulation in Online Learning
Distance Education Volume 34, Number 3, ISSN 0158-7919
The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students' metacognitive self-regulation; however, extrinsic goal orientation did not predict any type of regulation. Effort regulation and the amount of time spent in Blackboard predicted students' academic achievement in the course, and interaction regulation predicted the amount of time spent in the online course. Results show the importance of individual students' intrinsic goal orientation and academic self-efficacy in academic achievement. Discussion relates to current research and implications for online teaching and learning practice.
Cho, M.H. & Shen, D. (2013). Self-Regulation in Online Learning. Distance Education, 34(3), 290-301.
Cited ByView References & Citations Map
Yu-Li Chen & Chun-Chia Hsu, Lunghwa University of Science and Technology, Taiwan
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1324–1327
Shenglan Zhang, Department of World Languages and Cultures, Iowa State University, Ames, IA, United States
International Journal of Computer-Assisted Language Learning and Teaching Vol. 6, No. 2 (April 2016) pp. 35–55
LaQuata Sumter, Albany Technical College and University of North Texas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 59–64
Examining the relationship between English language learners’ online self-regulation and their self-efficacy
You Su, Chunping Zheng, Jyh-Chong Liang & Chin-Chung Tsai
Australasian Journal of Educational Technology Vol. 34, No. 3 (Jul 20, 2018)
Peer Feedback Activities in Graduate-Level Online Learning Environments: Does the Technology Tool Matter?
Laurie A. Sharp & Regina Chanel Rodriguez, West Texas A&M University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1714–1723
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.