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ERIC Number: EJ1100600
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0892-3647
Self-Regulated Learning and a Sense of Achievement in MOOCs among High School Science and Technology Students
Cohen, Lizi; Magen-Nagar, Noga
American Journal of Distance Education, v30 n2 p68-79 2016
This study, conducted in Israel, examined how learning strategies and motivational orientations contributed to high school students' sense of achievement in a massive open online course. The objective was to integrate an innovative teaching-learning strategy into the educational system that is based on online learning for students in subjects that are rich in knowledge and technology. The researchers used a motivated strategies learning questionnaire modified to fit the purpose of this study. In addition, the researchers built and used a sense of achievement index based on social pedagogy as a leading principle in the current learning model. Structural Equation Modeling path analysis results suggested that projects-based learning subjects had a significant positive impact on motivational orientations and learning strategies, and they in turn had a significant positive impact on students' sense of achievement.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire