Fostering Student Motivation and Self-Regulatory Skills in Online Learning Environments.
Christine Dennis, Elizabeth Labone, Australian Catholic University Limited, Australia
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Universities are now embracing the use of ICT tools and resources for student learning. First year university students are in a transition stage in which they experience the need to take greater responsibility for their own learning, self-direction and engage in self-regulatory processes. This study evaluates the effects of blended online learning in the development of self-regulation, motivation and independent learning in first year students undertaking a course in educational psychology. The study incorporates and builds on the research of Ley and Young (2001), Brooks (1997), Oliver (1999) and Keller (1987). It proposes that the use of intranet technology in structuring tertiary learning communities will have enhanced learning outcomes for the participants. This paper reports on course evaluations that suggest most participants perceive that blended learning communities, increase self-regulation and sustain student interest and motivation throughout the course.
Dennis, C. & Labone, E. (2006). Fostering Student Motivation and Self-Regulatory Skills in Online Learning Environments. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1367-1372). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)
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E-Learning: Education for Everyone? Special Requirements on Learners in Internet-based Learning Environments
Thomas Richter, University of Duisburg-Essen, Germany; Heimo H. Adelsberger, Universität Duisburg-Essen, Germany
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 1598–1604
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