Search results for author:"Moon-Heum Cho"
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Kent State University - Stark
The Effects of Design Strategies for Promoting Students' Self-Regulated Learning Skills on Students' Self-Regulation and Achievements in Online Learning Environments
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
The purpose of this study was to investigate the effects of design strategies for promoting students' self-regulated learning skills on students' self-regulation and achievements. Seven strategies for promoting students' SRL are identified through...
Educational Technology Research and Development Vol. 60, No. 6 (December 2012) pp. 1051–1069
Although orientation for online students is important to their success, little information about how to develop an online student orientation (OSO) has appeared in the literature; therefore, the purpose of this article was to describe the entire...
Social Psychology of Education: An International Journal Vol. 16, No. 4 (December 2013) pp. 617–634
The purpose of this study was to investigate whether self-regulated learning (SRL) skills trained using a social network system (SNS) may be generalized outside the training session. A total of 29 undergraduate students participated in the study....
Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study
The International Review of Research in Open and Distributed Learning Vol. 17, No. 6 (Dec 06, 2016)
A great deal of research has documented that interactions among students or between students and instructors are key to student success in an online learning setting. However, very little research has been statistically and systematically conducted...
Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures
Internet and Higher Education Vol. 21, No. 1 (April 2014) pp. 25–30
The purpose of this study was to examine the relationship between instructor scaffolding for interaction and students' academic engagement in an online learning environment mediated by perceived class goal structures. Path analysis was used to...
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement
The International Review of Research in Open and Distributed Learning Vol. 17, No. 2 (Mar 01, 2016)
Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments...
Factor Validity of the Motivated Strategies for Learning Questionnaire (MSLQ)in Asynchronous Online Learning Environments
Journal of Interactive Learning Research Vol. 23, No. 1 (Jan 01, 2012) pp. 5–28
The purpose of this study was to investigate the factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in asynchronous online learning environments. In order to check the factor validity, confirmatory factor analysis (CFA)...
Development of the Human Interaction Dimension of the Self-Regulated Learning Questionnaire in Asynchronous Online Learning Environments
Educational Psychology Vol. 29, No. 1 (January 2009) pp. 117–138
Two studies focusing on the development and validation of the Online Self-Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self-report instrument assessing the human interaction dimension of online self-regulated learning. It...
Implementing Teacher-Centred Online Teacher Professional Development (oTPD) Programme in Higher Education: A Case Study
Innovations in Education and Teaching International Vol. 50, No. 2 (2013) pp. 144–156
Teacher Professional Development (TPD) is critical for educational improvement in higher education. However, one of the main concerns in TPD is that the traditional workshop format constrains active participation and the consequent creation of...
Distance Education Vol. 34, No. 3 (2013) pp. 290–301
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...
Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom
The International Review of Research in Open and Distributed Learning Vol. 18, No. 5 (Aug 15, 2017)
The goal of this study was to gain in-depth understanding about nonnative English-speaking students\u2019 lived experiences with massive open online courses (MOOCs) in a regular college classroom. Phenomenological methodology was used to examine...
Student Perceptions and Performance in Online and Offline Collaboration in an Interior Design Studio
International Journal of Technology and Design Education Vol. 24, No. 4 (November 2014) pp. 473–491
Competence in collaboration is one of the critical abilities that interior design majors are expected to develop during the course of their education; however, few students are competent to collaborate with others online. The purposes of this study...
Relationships Between Self-Regulation and Social Experiences in Asynchronous Online Learning Environments
Journal of Interactive Learning Research Vol. 21, No. 3 (July 2010) pp. 297–316
The purpose of this study was to determine the extent to which students’ self-regulated learning predicts peer social presence, instructor social presence, sense of connectedness, and sense of learning in asynchronous online learning environments....
Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course
Distance Education Vol. 36, No. 1 (2015) pp. 80–99
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We...
Does documenting the regulation process on a blog enhance pre-service teachers’ self- and co-regulation in a collaborative project?
Australasian Journal of Educational Technology Vol. 33, No. 4 (Aug 31, 2017)
Students often complain about unsatisfactory experiences resulting from disproportionate contributions to collaborative projects. To improve the experience, we applied regulation theory to design a process to document regulation on a blog and...
The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning
Internet and Higher Education Vol. 34, No. 1 (July 2017) pp. 10–17
The purpose of this study was to examine the effects of students' self-regulated learning (SRL) levels on their perceptions of community of inquiry (CoI) and their affective outcomes (task-specific attitudes and self-efficacy). Participants were 180 ...
Computer Assisted Language Learning Vol. 29, No. 7 (2016) pp. 1195–1204
Interest in using mobile applications to enhance students' learning in Spanish classrooms runs high; however, little empirical research about their effects has been conducted. Using intentionally designed classroom activities to promote meaningful...
Computer Assisted Language Learning Vol. 26, No. 4 (2013) pp. 334–349
The purpose of this study was to investigate the extent to which wiki writing improves college students' grammatical knowledge in Spanish as a second language (L2). Fifty-three students participated in the study for three consecutive semesters. ...
Internet and Higher Education Vol. 17, No. 1 (April 2013) pp. 69–75
The purpose of this study was to explore variables explaining students' self-regulation (SR) for interaction with others, specifically peers and instructors, in online learning environments. A total of 407 students participated in the study. With...
Exploring Online Students' Self-Regulated Learning with Self-Reported Surveys and Log Files: A Data Mining Approach
Interactive Learning Environments Vol. 25, No. 8 (2017) pp. 970–982
Many researchers who are interested in studying students' online self-regulated learning (SRL) have heavily relied on self-reported surveys. Data mining is an alternative technique that can be used to discover students' SRL patterns from large data...
Interactive Learning Environments Vol. 18, No. 2 (June 2010) pp. 101–113
This study examined the role of self-monitoring (SM) support for writing skill improvement in a reciprocal peer review of writing system called scaffolded writing and revision in the disciplines (SWoRD). Based on previous literature on the key role...
Helping Preservice Teachers (PSTs) Understand the Realities of Poverty: Innovative Curriculum Modules
Educational Technology Research and Development Vol. 63, No. 2 (April 2015) pp. 303–324
The purpose of this study was to develop an innovative addition to the curriculum to help preservice teachers cultivate an understanding of poverty. Using technology, an interdisciplinary team created two online learning modules entitled Teacher as...
Internet and Higher Education Vol. 19, No. 1 (October 2013) pp. 10–17
Self-efficacy is believed to be a key component in successful online learning; however, most existing studies of online self-efficacy focus on the computer. Although computer self-efficacy is important in online learning, researchers have generally...
Exploring the relationships between students' academic motivation and social ability in online learning environments
Internet and Higher Education Vol. 9, No. 4 (2006) pp. 277–286
This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written...