Cyberspace versus face-to-face: The influence of learning strategies, self-regulation, and achievement goal orientation
Kara Owens, James Madison University, United States
James Madison University . Awarded
Web-based education (WBE) is a popular educational format that allows certain learning and teaching advantages. However, some students may not learn or perform as well in this environment as compared to traditional face-to-face education (F2FE) settings. Little research has examined the differential impact of learner characteristics on performance in these two environments. This study explored differences in learning strategies, self-regulation skills, and achievement goal orientation, in WBE and F2FE college classrooms and found that students in the two environments could be differentiated based on the composite of learner characteristics. Specifically, WBE and F2FE students differed in terms of self-regulation, elaboration, and mastery-avoidance goals. Learner characteristics, however, did not have a differential influence on college student performance in the two environments.
Owens, K. Cyberspace versus face-to-face: The influence of learning strategies, self-regulation, and achievement goal orientation. Ph.D. thesis, James Madison University.
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