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Fung, Chorng Yuan; Abdullah, Melissa Ng Lee Yen; Hashim, Shahabuddin – e-Journal of Business Education and Scholarship of Teaching, 2019
This study provides an insight into using personalized weekly e-Learning Journals to improve self-regulated learning (SRL) of university students. Quasi-experimental method with time series data analysis was used. Pre and post-tests together with time series data over an intervention period on SRL were collected. 54 students in an undergraduate…
Descriptors: Self Management, Individualized Instruction, Student Journals, Undergraduate Students
Keskin, Sinan; Yurdugül, Halil – European Journal of Open, Distance and E-Learning, 2019
Today's educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning,…
Descriptors: Preferences, Electronic Learning, Blended Learning, Learning Strategies
Valencia-Vallejo, Nilson; López-Vargas, Omar; Sanabria-Rodríguez, Luis – Journal of Educators Online, 2018
The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and…
Descriptors: Scaffolding (Teaching Technique), Electronic Learning, Self Efficacy, Cognitive Style
Onah, Daniel F. O.; Pang, Elaine L. L.; Sinclair, Jane E.; Uhomoibhi, James – International Journal of Information and Learning Technology, 2021
Purpose: Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness in a blended-learning context. One of the major recurring issues raised…
Descriptors: MOOCs, Questionnaires, Learning Strategies, Blended Learning
Yip, Michael C. W. – Studies in Higher Education, 2021
Previous research investigating the dynamics among the three inter-connecting variables of students' learning (i.e. learning strategies, academic performances and self-efficacy) was focused largely on Western countries. The present study attempted use a mixed approach to extend this line of research to an East Asian country. First, we randomly…
Descriptors: Correlation, Academic Achievement, Learning Strategies, Self Efficacy
Nguyen, Lap Trung; Ikeda, Mitsuru – Active Learning in Higher Education, 2015
Self-regulated learners are aware of their knowledge and skills and proactive in learning. They view learning as a controllable process and accept more responsibility for the results of this process. The research described in this article proposes, implements, and evaluates an ePortfolio-based self-regulated learning model. An ePortfolio system…
Descriptors: Portfolios (Background Materials), Portfolio Assessment, Independent Study, Models
Du, Jianxia; Xu, Jianzhong; Fan, Xitao – Technology, Pedagogy and Education, 2015
This study examined predictive models for students' help seeking in the context of online collaborative groupwork. Results from multilevel analysis revealed that most of the variance in help seeking was at the individual student level, and multiple variables at the individual level were predictive of help-seeking behaviour. Help seeking was…
Descriptors: Help Seeking, Cooperative Learning, Electronic Learning, Group Activities
Chyung, Seung Youn; Moll, Amy J.; Berg, Shelley A. – Journal of Effective Teaching, 2010
Research on academic self-regulation suggests that students who are successful in academic settings tend to possess and use effective self-regulative learning characteristics such as intrinsic goal orientation and self-efficacy. Social-cognitive theories also emphasize that learning occurs through interactions between learners and the learning…
Descriptors: Goal Orientation, Self Efficacy, Electronic Learning, Engineering Education
Valle, Antonio; Núñez, José Carlos; Cabanach, Ramón G.; Rodríguez, Susana; Rosário, Pedro; Inglés, Cándido J. – Educational Psychology, 2015
The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each…
Descriptors: Student Motivation, College Students, Foreign Countries, Student Educational Objectives
Yagci, Mustafa – Turkish Online Journal of Educational Technology - TOJET, 2016
High-level thinking and problem solving skill is one requirement of computer programming that most of the students experience problems with. Individual differences such as motivation, attitude towards programming, thinking style of the student, and complexity of the programming language have influence on students' success on programming. Thus,…
Descriptors: Blended Learning, Programming Languages, Success, Student Motivation
Joo, Young Ju; Lim, Kyu Yon; Kim, Su Mi – Educational Technology & Society, 2012
The primary objective of this study was to investigate the determinants of learning flow and achievement in corporate online training. Self-efficacy, intrinsic value, and test anxiety were selected as learners' motivational factors, while perceived usefulness and ease of use were also selected as learning environmental factors. Learning flow was…
Descriptors: Courseware, Foreign Countries, Academic Achievement, Self Efficacy
Park, Sanghoon; Yun, Heoncheol – Distance Education, 2017
This study examines the relationships between students' academic levels, the use of motivational regulation strategies, and cognitive learning strategies. A total of 141 undergraduate and graduate students enrolled in online distance courses participated in the study. The findings show that students use different motivational regulation strategies…
Descriptors: Student Motivation, College Students, Online Courses, Distance Education
Wang, Faming; Jiang, Chunlian; King, Ronnel B.; Leung, Shing On – Psychology in the Schools, 2023
The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most widely used instruments to measure students' motivation and self-regulated learning. However, the MSLQ was developed and has been predominantly used in the Western context, is a domain-general measure, and is quite lengthy. Hence, adapting the MSLQ to the Chinese…
Descriptors: Learning Strategies, Questionnaires, Metacognition, Cultural Context
Cheng, Gary; Chau, Juliana – Internet and Higher Education, 2013
This study explores the relationship between students' self-regulated learning (SRL) ability and their ePortfolio achievement in a language enhancement programme. Undergraduate students (N = 26) were asked to create several ePortfolio showcases to demonstrate their English language learning experience over a period of three months. Upon completion…
Descriptors: Learning Strategies, Scoring, Learning Experience, Undergraduate Students
Fukuda, Akiko – Journal for the Psychology of Language Learning, 2022
This study developed a Self-Regulated Second Language Self-Study Questionnaire that addresses the self-regulated learning (SRL) skills of learners of English as a foreign language in a self-study setting. Much attention has been paid to SRL in second language acquisition; however, contexts outside school have hardly been explored. To address this…
Descriptors: Learning Strategies, Questionnaires, Metacognition, Second Language Learning