› › A Comparison Of Learner Self Regulation In Online And Face To Face Problem Based Learning Courses

A Comparison of Learner Self-regulation in Online and Face-to-face Problem-based Learning Courses

Author : Christopher Andrew Glenn

Publisher :

Page : pages

File Size : 38,28 MB

Release : 2014

Category :

ISBN :

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Book Description

A posttest-only, quasi-experimental study was conducted to investigate the effect of two problem-based learning environments on students’ self-regulation of learning and students’ level of cognitive load. The study involved 40 graduate nursing students from two intact nursing courses where problem-based learning was the principal method of instruction. Twenty students from an online course and 20 students from a face-to-face course received one ill-structured problem per week in their respective courses over the 4-week duration of this study. All participants completed the Motivated Strategies for Learning Questionnaire after their 4-week participation in the study to describe their learning motivation and their use of learning strategies. Students’ 4-week participation in the study also involved a weekly measure of students’ cognitive load after the completion of an ill-structured problem distributed weekly. A total of four cognitive load measures (i.e., one measure per week) were generated to assess students’ cognitive load across the duration of the study. The results of the study revealed that students did not differ in motivation, cognitive load, and eight of nine self-regulated learning strategies. A MANOVA statistical test indicated that students who received problem-based learning in the online course used fewer metacognitive strategies than students who received problem-based learning in the face-to-face course. Students in the online course were comparable to students in the face-to-face course with respect to the learning strategies rehearsal, elaboration, organization, critical thinking, peer learning, help seeking, effort regulation, and time and study environment. A second MANOVA statistical test indicated that students who received problem-based learning in an online course did not differ from students who received problem-based learning in the face-to-face course with respect to learning motivation. Students in both problem-based learning environments reported comparable intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, task value, test anxiety, and self-efficacy for learning and performance. Both groups of students experienced a high level of cognitive load but did not experience different levels of cognitive load, as determined by a mixed ANOVA statistical test. A multiple regression analysis indicated that cognitive load was not predicted by students’ learning motivation or use of learning strategies. .



Transforming Learning with Meaningful Technologies

Author : Maren Scheffel

Publisher : Springer Nature

Page : 779 pages

File Size : 24,40 MB

Release : 2019-09-09

Category : Education

ISBN : 3030297365

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Book Description

This book constitutes the proceedings of the 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, held in Delft, The Netherlands, in September 2019. The 41 research papers and 50 demo and poster papers presented in this volume were carefully reviewed and selected from 149 submissions. The contributions reflect the debate around the role of and challenges for cutting-edge 21st century meaningful technologies and advances such as artificial intelligence and robots, augmented reality and ubiquitous computing technologies and at the same time connecting them to different pedagogical approaches, types of learning settings, and application domains that can benefit from such technologies.



Handbook of Research on Individual Differences in Computer-Assisted Language Learning

Author : Rahimi, Mehrak

Publisher : IGI Global

Page : 600 pages

File Size : 16,92 MB

Release : 2015-08-03

Category : Education

ISBN : 1466685204

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Book Description

The latest advances and trends in technology have enabled rapid development in the field of language education. Students and teachers alike now benefit from the assistance of various technological innovations, thus increasing the overall effectiveness of the curriculum. The Handbook of Research on Individual Differences in Computer-Assisted Language Learning addresses the implementation of current research methodologies within EFL and ESL classroom settings and the variety of modifications employed by language experts. Focusing on quantitative, qualitative, and mixed methods studies, this book is an essential reference source for applied linguists, CALL researchers, language teachers, and upper-level students within the field of foreign language education.



Learning Online

Author : Barbara Means

Publisher : Routledge

Page : 373 pages

File Size : 38,53 MB

Release : 2014-04-03

Category : Education

ISBN : 113621657X

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Book Description

At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.



Making the Transition to E-Learning: Strategies and Issues

Author : Bullen, Mark

Publisher : IGI Global

Page : 366 pages

File Size : 15,6 MB

Release : 2006-09-30

Category : Computers

ISBN : 1591409527

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Book Description

Higher education institutions around the world are increasingly turning to e-learning as a way of dealing with growing and changing student populations. Education for the knowledge society means new skills and knowledge are needed and it means that lifelong learning has become a necessity. Higher education institutions are looking to e-learning to provide convenient and flexible access to high quality education and training that is needed to meet these emerging demands. As they implement e-learning, however, institutions are struggling with the many pedagogical, organizational and technological issues. Making the Transition to E-learning: Strategies and Issues provides insights and experiences from e-learning experts from around the world. It addresses the institutional, pedagogical, and technological issues that higher education institutions are grappling with as they move from conventional face-to-face teaching to e-learning in its diverse forms.



Self-regulated Learners

Author : Jill E. Stefaniak

Publisher :

Page : 0 pages

File Size : 33,66 MB

Release : 2018

Category : Learning

ISBN : 9781536136180

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Book Description

Self-Regulated Learners: Strategies, Performance, and Individual Differences is a compilation of scholarly efforts placing attention on self-regulated learning in a variety of learning contexts, ranging from early childhood education through higher education. The overall mission of this book is to provide educators with a resource that provides strategies, assessment tools, and best practices for developing the self-regulated learner. This book explores the inherent complexities associated with educating diverse learners. A variety of assessment tools are included in this text to assist educators with assessing their learners abilities to self-regulation as well as examples of how instruction can be scaffolded to promote self-regulating behavior. Chapters included in this book explore faculty and student relationships as it relates to students academic achievements. Heuristics are provided for teaching and coaching students how to become self-regulated learners. Resources are provided to assist educators with promoting students with disabilities executive functioning as it relates to self-regulation. Other contributions address strategies to assist learners to self-regulation while learning from failure. Each chapter provides insight into how self-regulation has been explored in contextualized environments. This book is intended to share these unique examples with other educators and to continue the conversations and scholarship surrounding the topic of the self-regulated learner.





Goal Conflicts, Self-regulation, and Course Completion

Author : Barbara Moore

Publisher :

Page : pages

File Size : 17,46 MB

Release : 2006

Category :

ISBN :

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Book Description

ABSTRACT: The purpose of this study was to examine the goal conflicts, self-regulation, and course completion of post-secondary learners and to compare these factors in distance and traditional learners. Participants completed a self-report survey given on-line to those who had Internet access and administered in paper format to students in traditional classrooms. Procrastination, socializing, and employment were the most common goal conflicts reported by participants. Significantly more web-based students than traditional students were employed and were employed more average hours. Web-based students also had more children under the age of 12 than did traditional students. A significantly greater percentage of web-based participants than traditional students passed the courses included in this study. Web-based participants reported a significantly greater amount of self-regulation than did traditional students. Contacting the instructor for help and analyzing assignments contributed significantly to passing courses included in this study. Distinctions between distance learners and traditional learners are becoming less clear since some traditional courses have begun to offer web completion as an option. Many students who live on or near campus and who are otherwise traditional students now include web-based courses in their schedule.





Handbook of Self-Regulation of Learning and Performance

Author : Dale H. Schunk

Publisher : Taylor & Francis

Page : 505 pages

File Size : 39,36 MB

Release : 2011-05-15

Category : Education

ISBN : 1136881662

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Book Description

Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents). Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.