Literaturnachweis - Detailanzeige
| Autor/inn/en | Men, Qiwei; Gimbert, Belinda; Cristol, Dean |
|---|---|
| Titel | The Effect of Self-Regulated Learning in Online Professional Training |
| Quelle | In: International Journal of Mobile and Blended Learning, 15 (2023) 2, (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Cristol, Dean) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| Schlagwörter | Metacognition; Independent Study; Dropout Rate; Time Management; Self Management; Self Control; Goal Orientation; Learning Analytics; Online Courses; Academic Achievement; Behavior Patterns; Institutes (Training Programs); Teacher Education Programs; Program Descriptions; Ohio |
| Abstract | With the rapid expansion of mobile, blended, and seamless learning, researchers claim two factors, lack of self-discipline and poor time management, adversely impact learning performance. In online educational environments, reduced social interactions and low engagement levels generate high dropout rates. Self-regulated learning (SRL), the individual ability to check progress toward a goal and manage learning behavior, appears critical to adult online learning success. Clickstream data can observe, record, and evaluate patterns of users' real-time learning behavior in an online learning environment. Linking clickstream data with performance outcomes allows researchers to assess online learning behaviors and academic performance. The guiding research question was: Are students who apply SLR strategies more likely to demonstrate mastery of knowledge and skills in a self-directed e-learning context? Clickstream data and performance measures were analyzed to explore whether task and cognitive conditions influence how SLR strategies are applied in online training. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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