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ERIC Number: EJ1066808
Record Type: Journal
Publication Date: 2006
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1541-4914
Using the Online Course to Promote Self-Regulated Learning Strategies in Preservice Teachers
Anderton, Betsy
Journal of Interactive Online Learning, v5 n2 p156-177 Sum 2006
The purpose of this study was to investigate the significance of using goal planning and weekly monitoring and evaluation forms within an online class to promote the use of selfregulated learning strategies. The relationship between student academic achievement and the use of materials to promote self-regulated learning was also studied. The subjects were 28 pre-service teachers taking two separate online sections of an education course entitled Educational Assessment and Measurement. Several forms were designed to prompt learners to reflect on their use of specific self-regulatory activities that achieving students are purported to use to learn academic material (Schunk, 1990). It was hypothesized that requiring learners to set and manage goals throughout the length of the online course would promote the use of self-regulated learning strategies. It was also hypothesized that supporting learners in focusing on the behavioral, motivational, and metacognitive aspects of their learning processes in an online class would result in higher achievement at the end of the course. The findings supported the hypothesis that there was a relationship between the use of goal analysis forms and evaluation and management forms to develop self-regulatory skills in pre-service teachers taking an online course. The results of the study did not support the hypothesis that the use of goal analysis forms and evaluation and management forms would result in higher average quiz scores for pre-service teachers taking an online course.
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A