Effects of Embedded Strategies on Promoting the Use of Self-Regulated Learning Strategies in an Online Learning Environment
ARTICLE
Yong-Chil Yang
Journal of Educational Technology Systems Volume 34, Number 3, ISSN 0047-2395
Abstract
The purpose of this study was to explore the effects of embedded strategies on promoting the use of self-regulated learning strategies (SRLS) in an online learning environment. Cognitive strategies, performance control strategies, and self-efficacy strategies among SRLS were employed as embedded strategies into online learning. Thirty-four college students participated in the study. They were taught in online settings for 16 hours over 8 weeks. With two hours per week, one hour was assigned to learning contents, and the other for group discussions with four or five members in each group. SRLS questionnaires were administered before and after online learning. Results revealed that students' use of cognitive strategies and performance control strategies have been improved during online learning, but their use of self-efficacy strategies have not. Findings from this study provide important suggestions for design and development of learning environments to promote the use or acquisition of students' self-regulated learning strategies. (Contains 3 tables and 2 figures.)
Citation
Yang, Y.C. (2006). Effects of Embedded Strategies on Promoting the Use of Self-Regulated Learning Strategies in an Online Learning Environment. Journal of Educational Technology Systems, 34(3), 257-269. Retrieved August 14, 2024 from https://www.learntechlib.org/p/72211/.
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Keywords
Cited By
View References & Citations Map-
The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course
Fethi Inan, Texas Tech University, United States; Erman Yukselturk, Kirikkale University, Turkey; Murat Kurucay, Bulent Ecevit University, Turkey; Raymond Flores, Texas Tech University, United States
International Journal on E-Learning 16 (February 2017) pp. 23–32
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A Theoretical Framework of Self-Regulated Learning with Web-Based Technologies
Peter Zhao, Curtin College, Australia; Genevieve Johnson, Curtin University, Australia
Global TIME 2012 (Feb 07, 2012) pp. 163–168
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