Self-Regulated Learning Strategies and Achievement in an Introduction to Information Systems Course
ITLPJ Volume 20, Number 1, ISSN 1535-1556
The Motivated Strategies for Learning Questionnaire was completed by 197 business students, comparing self-regulated strategies in lecture versus hands-on computer lab. Effort regulation had a positive effect, peer learning a negative effect on learning computer concepts in lectures. Prior computer experience had no effect. Data were inconclusive on effective strategies in hands-on lab. (Contains 50 references.) (SK)
Chen, C.C. (2002). Self-Regulated Learning Strategies and Achievement in an Introduction to Information Systems Course. Information Technology, Learning, and Performance Journal, 20(1), 11-23.
Cited ByView References & Citations Map
Normand Roy, Université du Québec à Trois-Rivières, Canada; Marc Bachand & Nicolas Boivin, UQTR, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1586–1592
Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI)
Rui-Ting Huang, Chia-Hua Hsiao, Tzy-Wen Tang & Tsung-Cheng Lien
The International Review of Research in Open and Distributed Learning Vol. 15, No. 3 (Jun 16, 2014) pp. 140–157
Helping Students become Successful Online Learners: Lessons Learned from Eight Semesters of an Action Research Study
Jane Kenney, West Chester University of Pennsylvania, United States; Ellen Newcombe, West Chester University, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 298–303
Shelly Heller & Yianna Vovides, The George Washington University, United States; Duan Van Der Westhuizen, RAU University, South Africa; P.B. Garrett, The George Washington University, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3761–3765
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.