Learning to Learn Online: Using Locus of Control to Help Students Become Successful Online Learners
Susan Lowes, Peiyi Lin, Teachers College/Columbia University, United States
Journal of Online Learning Research Volume 1, Number 1, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In this study, approximately 600 online high school students were asked to take Rotter’s locus of control questionnaire and then reflect on the results, with the goal of helping them think about their ability to regulate their learning in this new environment. In addition, it was hoped that the results could provide a diagnostic for teachers who wish to identify students who might be at risk of poor performance. In analyzing the results, we found that total scores were not useful and that gender had to be taken into account. In addition, factor analysis identified different factors that best described female and male responses, with some factors more important than others in terms of their relationship with final grades. The student reflections showed that they were thinking about the need for self-regulation in online learning. Finally, we offer some suggestions for others who would like to use the concept of locus of control to help students learn to learn online.
Lowes, S. & Lin, P. (2015). Learning to Learn Online: Using Locus of Control to Help Students Become Successful Online Learners. Journal of Online Learning Research, 1(1), 17-48. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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Jered Borup, George Mason University, United States; Lisa Hasler Waters, Flint Hill School, VA, United States; Dennis Beck, University of Arkansas, United States
Journal of Online Learning Research Vol. 2, No. 4 (Dec 31, 2016) pp. 327–331
Jered Borup, George Mason University
The International Review of Research in Open and Distributed Learning Vol. 17, No. 3 (May 16, 2016)
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