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ERIC Number: ED551039
Record Type: Non-Journal
Publication Date: 2013
Pages: 125
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-2458-0
The Effect of an Adaptive Online Learning Support in an Undergraduate Computer Course: An Exploration of Self-Regulation in Blended Contexts
Ko, Chia-Yin
ProQuest LLC, Ed.D. Dissertation, Seattle Pacific University
In accordance with Zimmerman's self-regulated learning model, the proposed online learning tool in the current study was designed to support students in learning a challenging subject. The Self-Check List, Formative Self-Assessment, and Structured Online Discussion served goal-setting, self-monitoring, and self-reflective purposes. The primary aim of the study was to assist students in becoming self-regulated learners. Moreover, this study was intended to investigate whether self-efficacy for learning and performance, metacognitive self-regulation, time and study environment management, and computer self-efficacy were predictive of success in a blended learning context. A quasi-experimental control group design was used for this study. Eighty-nine university students were randomly assigned to two experimental groups and one control group. Both experimental groups were provided the complete online self-regulated tool, but only one of the groups received the additional teacher feedback. The control group used only part of the self-regulated online tool. MANCOVA, multiple regression, and one-way ANCOVA were used to answer relevant research questions. The results indicated that self-efficacy for learning and performance as well as time and study environment management significantly related to student academic performance, both together accounting for 21.2% of the variance in student final grades. In addition, students in both experimental groups produced better academic achievements than students in the control group, but no significant difference in student academic achievement was found between the two experimental groups. The findings in this study confirmed that the complete self-regulated learning cycle has a greater potential for scaffolding students effectively. Although the computer trace data were not used to answer any research questions, they provided further information for understanding how students deployed their self-regulatory behaviors in the course of learning. In particular, these online records demonstrated their usefulness for clarifying some unclear arguments generated by studies that employed only self-report investigations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A