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Learners’ Planning Habits Matter: The Variable That Affects Self-Regulation in e-Learning PROCEEDINGS

, , Aoyama Gakuin University, Japan ; , Kanazawa University, Japan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study focuses on the learners’ planning habits and their effects on learning activities in e-learning courses that require self-regulation of learners. The authors explored the relationships between planning habit of learners, learning strategies and outcomes in asynchronous e-learning courses for adult learners. Two hypotheses lead from the findings in a former study on undergraduate students’ courses were tested. Hypothesis1: Learners that have planning habit built e-learning into their daily lives. This means they do not learn late at night or early morning. Hypothesis2: Learners with planning habit keep on studying on an average pace during the period of courses. As a result, these hypotheses were refused mainly due to the busy lifestyle of learners with planning habits.

Citation

Matsuda, T., Saito, Y. & Yamada, M. (2009). Learners’ Planning Habits Matter: The Variable That Affects Self-Regulation in e-Learning. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2917-2921). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 24, 2017 from .

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