You are here:

Undergraduate Students' Self-Regulated Learning Experience in Web-Based Learning Environments
ARTICLE

, , ,

Quarterly Review of Distance Education Volume 10, Number 2, ISSN 1528-3518

Abstract

This phenomenological study explored 5 undergraduate students' experiences in a Web-based general science course through the lens of social cognitive theory. Thematic analysis was used to examine their self-regulated learning (SRL). Our findings revealed that the participants exerted a variety of SRL strategies in the Web-based learning environment (WBLE) with the facilitation from instructional elements and strategies: planning with the online calendar, monitoring progress with the online gradebook, and sustaining motivation with instructor's virtual presence via multimedia capability of the WBLE. They were also able to adapt to the WBLE by adjusting their study routines, note-taking strategies, and seeking help to succeed in this Web-based course. Design implications were provided based on our findings in this research. (Contains 1 table.)

Citation

Hsu, Y.C., Ching, Y.H., Mathews, J.P. & Carr-Chellman, A. (2009). Undergraduate Students' Self-Regulated Learning Experience in Web-Based Learning Environments. Quarterly Review of Distance Education, 10(2), 109-121. Retrieved October 19, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.