![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The purpose of this article is to examine how students are incorporating online resources into their self-regulated learning strategies. The process of developing these learning strategies and the importance of these strategies has been widely researched, but there has been little empirical research into how the students are affected by online environments. This preliminary study focused on the relationship between the use of online resources and the students’ overall outcome in the subject. The data were collected from first year on-campus (n = 105) and distance education (n = 258) students after completing their introductory marketing subject. The data were analyzed using correlations, simple regression, and Tobit regression to assess online activity and student outcomes. The results indicate that the use of these online resources has a significant and positive effect on the students’ grade. This finding suggests students are incorporating online environments into their learning strategies, which results in higher grades. Moreover, in practical terms, the results imply that teachers can help facilitate student self-learning strategies by creating encouraging and resource-rich online environments.
References
Section:
|
Artino, A., Stephens, J. (2009a). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. Internet and Higher Education, 12, 146-151. Google Scholar | Crossref | ISI | |
|
Artino, A., Stephens, J. (2009b). Beyond grades in online learning: Adaptive profiles of academic self-regulation among naval academy undergraduates. Journal of Advanced Academics, 20, 568-601. Google Scholar | SAGE Journals | |
|
Atici, B., Polat, O. C. (2010). Influence of the online learning environments and tools on the student achievement and opinions. Educational Research and Review, 5, 455-464. Google Scholar | |
|
Bargh, J. A., Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54, 462-479. Google Scholar | Crossref | ISI | |
|
Boekaerts, M., Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199-210. Google Scholar | Crossref | ISI | |
|
Covington, M. V. (2000). Goal theory, motivation and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200. Google Scholar | Crossref | Medline | ISI | |
|
Dabbagh, N. (2003). Scaffolding: An important teacher competency in online learning. Tech Trends, 47(2), 39-44. Google Scholar | Crossref | |
|
Dettori, G., Giannetti, T., Persico, D. (2006). Srl in online cooperative learning: Implications for pre-service teacher training. European Journal of Education, 41, 397-414. Google Scholar | Crossref | |
|
Dinsmore, D. L., Alexander, P. A., Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Education Psychological Review, 20, 391-409. Google Scholar | Crossref | |
|
Eilam, B., Aharon, I. (2003). Student’s planning in the process of self-regulated learning. Contemporary Educational Psychology, 28, 304-334. Google Scholar | Crossref | |
|
Elliot, A. J., Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goal analysis. Journal of Personality and Social Psychology, 73, 171-185. Google Scholar | Crossref | Medline | ISI | |
|
Fox, E., Riconscente, M. (2008). Metacognition and self-regulation in James, Piaget, and Vygotsky. Educational Psychology Review, 20, 373-389. Google Scholar | Crossref | |
|
Hair, J., Black, W., Babin, B., Anderson, R. (Eds.). (2010). Multivariate data analysis: A global perspective (7th ed.). London, England: Pearson Education. Google Scholar | |
|
Jereb, E., Smitek, B. (2006). Applying multimedia instruction in e-learning. Innovations in Education & Teaching International, 43, 15-27. Google Scholar | Crossref | |
|
Jung, I., Choi, S., Lim, C., Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education & Teaching International, 39, 153-162. Google Scholar | Crossref | |
|
Kramarski, B., Dudai, V. (2009). Group-meta cognitive support for online inquiry in mathematics with differential self questioning. Journal of Educational Computing Research, 40, 377-404. Google Scholar | SAGE Journals | |
|
Kramarski, B., Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. Journal of Educational Research, 99, 218-230. Google Scholar | Crossref | |
|
Ludwig-Hardman, S., Dunlap, J. (2003). Learner support services for online students: Scaffolding for success. International Review of Research in Open and Distance Learning, 4(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/131/211 Google Scholar | |
|
McGill, T. J., Hobbs, V. J. (2008). How students and instructors using a virtual learning environment perceive the fit between technology and task. Journal of Computer Assisted Learning, 24, 191-202. Google Scholar | Crossref | ISI | |
|
McKenzie, K., Gow, K., Schweitzer, R. (2004). Exploring first-year academic achievement through structural equation modelling. Higher Education Research and Development, 23, 95-112. Google Scholar | Crossref | |
|
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6. Google Scholar | Crossref | |
|
Muis, K. R., Franco, G. M. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34, 306-318. Google Scholar | Crossref | ISI | |
|
Nicol, D. J., Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218. Google Scholar | Crossref | ISI | |
|
Nota, L., Soresi, S., Zimmerman, B. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41, 198-215. Google Scholar | Crossref | |
|
Palmer, S., Holt, D. (2009). Staff and student perceptions of an online learning environment: Differences and development. Australasian Journal of Educational Technology, 25, 366-381. Google Scholar | Crossref | |
|
Peltier, J. W., Hay, A., Drago, W. (2005). The reflective learning continuum: Reflecting on reflection. Journal of Marketing Education, 27, 250-263. Google Scholar | SAGE Journals | |
|
Reingold, R., Rimor, R., Kalay, A. (2008). Instructor’s scaffolding in support of student’s metacognition through a teacher education online course-a case study. Journal of Interactive Online Learning, 7, 139-151. Google Scholar | |
|
Riveiro, J. M. S., Cabanach, R. G., Arias, A. V. (2001). Multiple goal pursuit and its relation to cognitive, self-regulatory and motivational strategies. British Journal of Educational Psychology, 71, 561-572. Google Scholar | Crossref | Medline | |
|
Vrasidas, C., McIsaac, M. (1999). Factors influencing interaction in an online course. American Journal of Distance Education, 13(3), 22-36. Google Scholar | Crossref | |
|
Vrasidas, C., Zembylas, M., Chamberlain, R. (2004). The design of online learning communities: Critical issues. Paper presented at the International Council of Educational Media conference, Oslo, Norway. Google Scholar | |
|
Weller, M., Pegler, C., Mason, R. (2005). Students’ experience of component versus integrated virtual learning environments. Journal of Computer Assisted Learning, 21, 253-259. Google Scholar | Crossref | |
|
Wilson, G., Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers online. Australasian Journal of Educational Technology, 20, 33-48. Google Scholar | Crossref | |
|
Wolters, C. A. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90, 224-235. Google Scholar | Crossref | ISI | |
|
Young, M. R. (2005, April). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27, 25-40. Google Scholar | SAGE Journals | |
|
Zimmerman, B. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 8, 329-339. Google Scholar | Crossref | |
|
Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. Google Scholar | Crossref | ISI |
