Student Perceptions of E-learning environments, Self-Regulated Learning and Academic Performance
Keisha Casan Danielle Covington, Walden University, United States
Walden University . Awarded
Student perceptions of e-learning are potential causes of student dropout in online education. The social cognitive theoretical view was used to investigate the relationship between perceived e-learning environments, self-regulated learning (SRL), and academic performance in online education. This mixed methods study used a quantitative questionnaire and a qualitative interview to assess the relationship between e-learner perceptions of the environment, SRL, and academic performance; SRL strategies and performance in the e-learning environment; and e-learner perceptions of the environments and SRL that affect performance. A concurrent embedded design with quantitative sample (n = 134) and qualitative participant observations (n = 30) was employed. Correlational and discriminant analyses were used to analyze quantitative data, and qualitative data were analyzed through content analysis of thematic coded patterns. In summary, results indicated that student perceptions are influenced by specific environmental components of host environments such as, the learning context, contextual features of the environment, access to resources and understanding of courseware; and significant correlations exist between student perceptions of e-learning environments, SRL, and performance. Discriminant analyses revealed that students’ perceptions of the environment were unable to help discriminate between weak (GPA reported as < 3.9) and optimal performance (GPA reported as 4.0) of learners engaged in e-learning environments. Combined, study findings have implications for positive social change aimed to help faculty and administrators determine where to change course delivery to better align goals of instruction with the needs of the e-learners.
Covington, K.C.D. Student Perceptions of E-learning environments, Self-Regulated Learning and Academic Performance. Ph.D. thesis, Walden University.
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