Farhana Khurshid PhD scholar, King s College London
|
|
- Harry Thompson
- 8 years ago
- Views:
Transcription
1 Farhana Khurshid PhD scholar, King s College London
2 Aim of the study The main aim of the study is: To examine the online collaboration and selfregulation of learning among the students of Virtual University, utilizing wiki as online collaborative medium.
3 Rationale of the study In the Virtual University individualised and isolated work Students are provided with lesson notes/handouts, power point slides and lecture videos for individual understanding and comprehension. Lack of social interaction with class fellows Lecturing online or simply providing access to information is a complete misuse of asynchronous networks (Garrison 2003).
4 Rationale of the study There is a paradigm shift from teacher-centered to learner-centered classrooms (McLoughlin & Lee, 2010). The assumption is that this paradigm shift will not only enable the learner to become independent and autonomous but also learn to have a control over his/her learning (ibid).
5 Theoretical background This research is based on the theory of selfregulated learning(srl) and its conception of socially shared regulation (SSRL). According to the conception of socially shared regulation, construction and sharing of knowledge representations activate students' self-regulated learning (Järvelä, Volet, & Järvenoja, 2010; Jarvela & Jarvenoja, 2011).
6 Self-regulated learning(srl) Social cognitive theory of SRL The concept of self-regulation (SR) and self-regulated learning (SRL) has been influenced by the work of Albert Bandura (1970). Bandura has formulated the social cognitive theory based on his original social learning theory (Bandura, 1986, 1997; Schunk, 2001; Zimmerman, 1994). According to this theory much of the human learning occurs in a social environment (Bandura, 1986).
7 Self-regulated learning(srl) cont d Student can be described as self-regulated to the degree that they are metacognitively, motivationally and behaviorally active participants in their own learning process (Zimmerman, 1989, p.4). Different models of SRL
8 Pintrich s Model of SRL Definition of Pintrich an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment (Pintrich, 2000). He further establishes that effective practice of motivation also delivers effective practice of selfregulated learning strategies (Pintrich, 2000, 2003).
9 Pintrich s Model of SRL cont d He developed a general framework for Self-regulated learning. According to this, Self-regulated learning is composed of four phases: forethought monitoring control and Reaction and reflection
10 Phases and areas of SRL in Pintrich s model
11 Pintrich s Model of SRL cont d These phases and sub-processes do not occur as strict time ordered sequence. Self-regulated learners engage in these different types of sub-processes in a flexible and adaptive fashion. so that they can manage different aspects of their learning. These phases provide a structure and emphasize that SRL is dependent on students active engagement before, during, and after the completion of academic work
12 Emergence of the concept of social regulation Traditionally, research into self-regulation has focused on individual perspective Presently, there is an increasing interest in considering SRL processes at the social level with reference to concepts: Social regulation Co-regulation Shared regulation and (McCaslin, 2004; Hadwin & Oshige, 2006; Järvelä, Volet, & Järvenoja, 2010).
13 Socially Shared Regulation of Learning (SSRL) Regulation is categorized as social regulation when it is influenced by environmental context, appropriated through participation, or situated in social activity system (Volet et al, 2009). Socially shared regulation of learning The processes by which multiple individuals regulate their collective activity (Hadwin & Oshige, 2011). SSRL occurs in cooperative and collaborative tasks where goals and standards are co-constructed, and the desired product or outcome is socially shared cognition.
14 Socially shared regulation cont d It is collective regulation, where groups develop shared awareness of goals, progress, and tasks towards coconstructed regulatory processes, thereby sharing regulation processes as collective processes (Dillenbourge,1999; Roschelle & Teasley, 1995; Järvelä, Volet & Järvenoja, 2005).
15 Socially shared regulation cont d Research about shared regulation of learning focuses on what is shared or co-dependent in terms of: a. self-regulated learning knowledge, beliefs, and processes b. co-constructed planning, monitoring, evaluating and strategy regulation processes such as: shared task perceptions, shared goals, shared plans, shared monitoring and evaluation, and shared strategies.
16 Self-regulated learning in online learning environment SRL skills may be particularly important for students participating in online education (Bandura, 1997; Dillon & Greene, 2003; Hartley & Bendixen, 2001; Hill & Hannafin, 1997). Effective SRL strategies may be critical in distance learning situations due to the high degree of student autonomy resulting from the instructor s physical absence (Schunk and Zimmerman, 1998).
17 Self-regulated learning in online learning environment cont d The necessity for self-regulation in online learning environments may be even more important than in the traditional environment because of the less active role of the teacher (Jonassen et al.,1995). Online courses entail a high degree of peer interaction and teamwork, which requires more proactive and self-directed involvement on the part of individual learners. Learners must access the course independently and structure the time, pace, and strategy of their own learning processes. King, Harner, and Brown (2000) also hypothesized that self-regulation of learning is more important in the distance education context than the traditional context.
18 This study Exploratory and intervention study It was investigated how we could utilize the online learning environment to support collaborative and self-regulated learning among the students of a Virtual University. 28 students (both male and female) of Master of Business Management (MBA) Program, enrolled in Marketing Research as a specialization course, were the participants. This study utilized mixed methods (both quantitative and qualitative methods).
19 Research Questions and data sets Research Questions Data sets Type of data To what extent students become able to self-regulate their learning by working collaboratively with peers using web 2.0 tool; Wiki, in online learning environment? What is the perception of students about their selfregulation of learning? What are the views of students about their experience of working collaboratively with peers using web 2.0 tool; Wiki in online learning environment? Score of pre and post administration of Motivated Strategies for Learning Questionnaire (MSLQ) Virtual Focus group (Audio recordings), Participants responses to open-ended questions Participant s personal records in e- diaries. Virtual Focus group (Audio recordings), Participants responses to open-ended questions Participant s personal records in e- diaries. Quantitative Qualitative Qualitative
20 Intervention The collaborative group project A 10 week group project was planned, which was divided into different activities This project was based on the concepts of Marketing Research course. While working online students were required to conduct a survey research, collect the data/information on the topic and create a group research report on wiki.
21 Intervention 10 Groups were formulated having 4-5 students each group PB wiki was utilised as online collaborating medium It was selected from Subcription of wiki a. The basic addition of Pbwiki was free but it was not possible to create separate folders for each group. b. Classroom edition of Pbwiki was subscribed.
22 Intervention The main features of PBwiki classroom edition It supports students projects and collaborative team work Provides 40GB of storage Allowed collaborative page editing, formatting and comments on each page adding pictures & videos linking complete history and audit trail for each page It facilitated to create folders and provided page and folder-level security.
23 Intervention cont d 10 folders were created in wiki Each student s account was created using his/her address Folder level security Only members had access to their respective group folder
24 The Wiki
25 Students groups in wiki
26 Group s main wiki page
27 Students introduction and photo on group s main page
28 Group s collaborative work on wiki
29 Quantitative data Motivated strategies for Learning Questionnaire (MSLQ) MSLQ is a 7 point likert scale self-report questionnaire, and it is used to assess SRL skills of learners. Pre and post administration of MSLQ It measures changes in self-regulated learning skills including a value component, expectancy component, affective component, cognitive and metacognitive strategy, metacognitive self-regulation, and resource management strategies.
30 Components of MSLQ Motivation scale 1. Value Component a. Intrinsic Goal Orientation b. Extrinsic Goal Orientation c. Task value 2. Expectancy Component Scale/Component a. Control of Learning Beliefs b. Self Efficacy for Learning and Performance 3. Affective Component Description Assess students Intrinsic and Extrinsic goal orientation and perception of course material in terms of interest, importance and utility. Assess how much student believe that his/her success is in his/her hands and student s judgment about his/her abilities. Assess how much student is worried and anxious about exam. Test anxiety Learning Strategy Scale 4. Cognitive and Metacognitive Strategies a. Rehearsal b. Elaboration c. Organization d. Critical thinking It assesses student s use of elaboration strategies, organization skills and ability to apply previous knowledge to new situation. 5. Metacognitive Self-Regulation Metacognitive Self-regulation scale is designed to assess students use of metacognitive 6. Resource Management Strategies a. Time and study environment b. Effort regulation c. Peer learning d. Help seeking control strategies (e.g., planning, setting goals, monitoring one s comprehension, and regulating performance). Assess student s ability to manage and regulate their time and study environment and ability to collaborate and seek assistance from peers in case of need.
31 The MSLQ
32 Quantitative data cont d The comparison of two MSLQ scores intends to answer the research question, To what extent students become able to self-regulate their learning by working collaboratively with peers using web 2.0 tool; Wiki, in online learning environment? The MSLQ is a likert scale, it yielded ordinal data Parametric test of significance would be applied if the data is normally distributed.
33 Quantitative data analysis Normality of data was tested by applying Kolmogorov-Smirnov test. Results showed reasonable normality
34 Quantitative data analysis cont d Paired sample t-test, a parametric test of significance, was calculated to explore whether there was a significant change in the level of selfregulated learning skills of participants after the online group collaborative experience. Scale Value component Expectancy Component Affective component Cognitive and Metacognitive Strategies Metacognitive self- Regulation Resource Management Strategies Pre-test Mean(SD) Post-test Mean(SD) df t p 5.58 (.73) 5.71 (.72) (.65) 5.58(.79) (1.20) 3.86(1.54) (.85) 5.34(.87) (.83) 5.42(.69) (.86) 5.62(.47)
35 Quantitative data analysis cont d From the results presented in the Table above, it appeared that although there was an increase in mean values of all six components for pre and post administration of MSLQ, the difference is statistically not significant. However, Cohen et al (2011) argue Statistical significance is not the same as educational difference. The results which are statistically not significant, its close examination may reveal the difference (ibid). In this case, calculation of effect size is advised.
36 Effect size The effect size is an objective and standardized measure of the magnitude of the difference between two groups (Field, 2009; Cohen, et al, 2011). It is valuable for quantifying the effectiveness of a particular intervention in relation to making some comparison and it is assumed to be the true measure of the significance difference (ibid).
37 Effect size Scale Value component Expectancy Component Affective component Cognitive and Metacognitive Strategies Metacognitive self-regulation Resource Management Strategies Pre-test Mean(SD) Post-test Mean(SD) df t p Effect size r Magnitude of difference 5.58 (.73) 5.71 (.72) Small 5.63(.65) 5.58(.79) none 3.00(1.20) 3.86(1.54) Medium 5.21(.85) 5.34(.87) Small 5.03(.83) 5.42(.69) Medium 4.73(.86) 5.62(.47) Large
38 Quantitative data analysis cont d In summary, the results of t-statistics indicated that either the online group collaborative experience (the intervention) worked or not in order to bring change in the level of self-regulated learning skills of participants. Whilst, the results of effect size explained how well did the intervention worked.
39 Summary of quantitative data analysis Overall the intervention (collaborative group project) affected the SRL skills of students. Particularly the metacognitive self-regulation and resource management strategies (time management, effort regulation, peer learning and help seeking)
40 Qualitative data collection Method of data collection Details of data sets Purpose Virtual Focus group (VFG) Five(5) VFG were conducted through Skype conference call Open-ended questions Five open-ended questions were added to the MSLQ when it was administered for the second time to the participants after they finished their group project. e-diaries records It was an online free diary available at the following link students each group All VFG were audio recorded and transcribed. 28 students responded to openended questions 20 students maintained e-diaries over the whole project To get views and opinions of students in groups about their online collaborative group experience and self-regulated learning skills. To get student s individual opinion about their perception of selfregulated learning and experience of working collaboratively online on the group project. To keep the records of students communication with their group members through , phone calls and text messages etc, other than wiki.
41 Qualitative data analysis Inductive coding The main themes of data Task understanding Goal setting and planning Monitoring and control Reaction and reflection
42 Qualitative data analysis Planning and goal setting As the project was designed into different activities, this facilitated students in planning and setting the goals for each activity. Planning and goal setting helped the students to work on the project in a much focused and organized way. Monitoring and control The group leaders played an important role in monitoring their group s progress in each activity of the project.
43 Qualitative data analysis cont d In case of difficulty students sought help from other group members and they got motivation to work when they got support from other group members. Help seeking is a form of an important developmental skill and a form of social self-regulation employed by cognitively, behaviorally and emotionally engaged learners (Karabenick and Newman, 2009; Pintrich and Zusho, 2002). Through this they were able to solve their queries and learnt new things independent of teacher. This is how the collaborative work facilitated self-regulated learning process and helped them to become independent learners. (need to discuss)
44 Qualitative data analysis cont d Reaction and reflection/evaluation The students liked this project because they got familiar and connected to their class fellows, the quality of their work improved as compared to individual work, this online connectivity and remote access enabled a student to continue his group work even when he moved to another country for his job. In sum, early indications are that the online collaborative group experience helped them to become independent learners by self-regulating their learning in a socially shared manner.
Motivational and Learning Strategies of Iranian EFL Learners Exposed to an E-Learning Program
The Journal of Teaching Language Skills (JTLS) of Shiraz University Vol. 1, No. 1, Fall 2009, Ser. 58/4 (Previously Journal of Social Sciences & Humanities) Motivational and Learning Strategies of Iranian
More informationSelf-Regulated Learning Strategies in Online Learning Environments in Thailand
Self-Regulated Learning Strategies in Online Learning Environments in Thailand Buncha Samruayruen Onjaree Natakuatoong Kingkaew Samruayruen bs0142@unt.edu Onjaree.N@chula.ac.th peerachaya@hotmail.com University
More informationEffects of Self-Monitoring on Learners Performance and Motivation
Effects of Self-Monitoring on Web-Based Language Learner s Performance and Motivation Me i-me i Ch a n g National Pingtung University of Science and Technology ABSTRACT This study examined the effect of
More informationInternet and Higher Education
Internet and Higher Education 16 (2013) 70 77 Contents lists available at SciVerse ScienceDirect Internet and Higher Education University students' online academic help seeking: The role of self-regulation
More informationSelf-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses
Matuga, J. M. (2009). Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses. Educational Technology & Society, 12 (3), 4 11. Self-Regulation, Goal
More informationA Review of the Motivated Strategies for Learning Questionnaire. Anthony R. Artino Jr. University of Connecticut
Review of the MSLQ 1 Running head: REVIEW OF THE MSLQ A Review of the Motivated Strategies for Learning Questionnaire Anthony R. Artino Jr. University of Connecticut Review of the MSLQ 2 A Review of the
More informationOnline Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses
The Amer. Jrnl. of Distance Education, 22: 72 89, 2008 Copyright Taylor & Francis Group, LLC ISSN 0892-3647 print / 1538-9286 online DOI: 10.1080/08923640802039024 Online Technologies Self-Efficacy and
More informationDisciplinary Differences in Self-Regulated Learning in College Students
CONTEMPORARY EDUCATIONAL PSYCHOLOGY 21, 345 362 (1996) ARTICLE NO. 0026 Disciplinary Differences in Self-Regulated Learning in College Students SCOTT W. VANDERSTOEP Calvin College PAUL R. PINTRICH University
More informationOnline Military Training: Using a Social Cognitive View of Motivation and
Motivation in Online Military Training Running head: MOTIVATION IN ONLINE MILITARY TRAINING Online Military Training: Using a Social Cognitive View of Motivation and Self-Regulation to Understand Students
More informationInstructional Design Practices for Supporting Self-regulated Learning in Online and Hybrid Settings. Frances Rowe, M.Ed. Jennifer Rafferty, MA, M.Ed.
Instructional Design Practices for Supporting Self-regulated Learning in Online and Hybrid Settings Frances Rowe, M.Ed. Jennifer Rafferty, MA, M.Ed. Agenda 1. Discussion of self-regulation in everyday
More informationFactors Influencing a Learner s Decision to Drop-Out or Persist in Higher Education Distance Learning
Factors Influencing a Learner s Decision to Drop-Out or Persist in Higher Education Distance Learning Hannah Street Mississippi State University hstreet@aoce.msstate.edu Abstract Previous studies conducted
More informationThis historical document is derived from a 1990 APA presidential task force (revised in 1997).
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign TABLE OF CONTENTS: Background Learner-Centered Principles Prepared by the Learner-Centered Principles Work Group of the
More informationSelf-regulated Learning Strategies Employed by Regular, Evening, and Distance Education English Language and Literature Students
Kamla-Raj 2014 Anthropologist, 18(2): 447-460 (2014) Self-regulated Learning Strategies Employed by Regular, Evening, and Distance Education English Language and Literature Students Ozkan Kirmizi Karabuk
More informationAnxiety, Self-Efficacy, and College Exam Grades
Universal Journal of Educational Research 1(3): 204-208, 2013 DOI: 10.13189/ujer.2013.010310 http://www.hrpub.org Anxiety, Self-Efficacy, and College Exam Grades Jennifer Barrows 1, Samantha Dunn 1, Carrie
More informationOnline Student Engagement as Formative Assessment
Online Student Engagement as Formative Assessment Ricardo Kawase 1 and Antigoni Parmaxi 2 1 L3S Research Center, Leibniz University Hannover, Germany kawase@l3s.de 2 Cyprus University of Technology, Limassol,
More informationWhat is independent learning and what are the benefits for students?
What is independent learning and what are the benefits for students? Author(s): Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Publisher: London: Department for Children, Schools and Families
More informationAssessing the quality of online courses from the students' perspective
Internet and Higher Education 9 (2006) 107 115 Assessing the quality of online courses from the students' perspective Andria Young, Chari Norgard 1 University of Houston-Victoria, 3007 N. Ben Wilson, Victoria,
More informationMotivation and Self-Regulation in Online Courses: A Comparative Analysis of Undergraduate and Graduate Students
Motivation and Self-Regulation in Online Courses: A Comparative Analysis of Undergraduate and Graduate Students Anthony R. Artino, Jr. and Jason M. Stephens University of Connecticut Abstract This study
More informationThe Essentials of Critical Care Orientation (ECCO) Program's Impact on New Graduate Nurses' Critical Thinking Development
The Essentials of Critical Care Orientation (ECCO) Program's Impact on New Graduate Nurses' Critical Thinking Development Sigma Theta Tau International s 21 st International Nursing Research Congress Mahmoud
More informationExecutive Summary PROMOTING SOCIAL AND COGNITIVE DEVELOPMENT THROUGH COLLABORATIVE ENQUIRY: AN EVALUATION OF THE THINKING THROUGH PHILOSOPHY PROGRAMME
Executive Summary PROMOTING SOCIAL AND COGNITIVE DEVELOPMENT THROUGH COLLABORATIVE ENQUIRY: AN EVALUATION OF THE THINKING THROUGH PHILOSOPHY PROGRAMME This study investigated the effects of collaborative
More informationPredictors for Student Success in an Online Course
Yukselturk, E. & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology & Society, 10 (2), 71-83. Predictors for Student Success in an Online Course Erman Yukselturk
More informationJean Chen, Assistant Director, Office of Institutional Research University of North Dakota, Grand Forks, ND 58202-7106
Educational Technology in Introductory College Physics Teaching and Learning: The Importance of Students Perception and Performance Jean Chen, Assistant Director, Office of Institutional Research University
More informationCHAPTER III METHODOLOGY. The purpose of this study was to describe which aspects of course design
CHAPTER III METHODOLOGY The purpose of this study was to describe which aspects of course design and/or instruction are more effective and successful in the online environment than in the face-to-face
More informationTHE BENEFITS OF THE USE OF INDUCTION VIRTUAL COMMUNITIES IN SUPPORTING NEW STUDENTS IN DISTANCE EDUCATION UNIVERSITIES
THE BENEFITS OF THE USE OF INDUCTION VIRTUAL COMMUNITIES IN SUPPORTING NEW STUDENTS IN DISTANCE EDUCATION UNIVERSITIES Angeles Sánchez-Elvira Paniagua,UNED, Spain Co-authors: Marcela Paz González Brignardello,
More informationMind Maps: Useful Schematic Tool for Organizing and Integrating Concepts of Complex Patient Care in the Clinic and Classroom
Mind Maps: Useful Schematic Tool for Organizing and Integrating Concepts of Complex Patient Care in the Clinic and Classroom But But what are student perceptions? Dr. Genevieve Pinto Zipp Dr. Catherine
More informationCourse Guide Masters of Education Program
Course Guide Masters of Education Program Note: 1 course = (3) credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. or M.A Graduate
More informationRunning head: ONLINE VALUE AND SELF-EFFICACY SCALE
Online Value and Self-Efficacy Scale Running head: ONLINE VALUE AND SELF-EFFICACY SCALE Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale Anthony R. Artino Jr. and
More informationStudents Track Their Own Learning with SAS Data Notebook
Students Track Their Own Learning with SAS Data Notebook Lucy Kosturko SAS Institute, Inc. Lucy.Kosturko@sas.com Jennifer Sabourin SAS Institute, Inc. Jennifer.Sabourin@sas.com Scott McQuiggan SAS Institute,
More informationMASTER S DEGREE PROGRAMME IN LEARNING, EDUCATION AND TECHNOLOGY (LET)
MASTER S DEGREE PROGRAMME IN LEARNING, EDUCATION AND TECHNOLOGY (LET) CURRICULUM 2015-2017 Learning and Educational Technology Research Unit Faculty of Education 1 Master s Degree Programme in Learning,
More informationHow To Find Out What Type Of Student Is Successful Online
Learning Orientations, Tactics, Group Desirability, and Success in Online Learning Diane D. Chapman, Ed.D. Teaching Assistant Professor North Carolina State University Since the inception of Web-based
More informationA CASE STUDY COMPARISON BETWEEN WEB-BASED AND TRADITIONAL GRADUATE LEVEL ACADEMIC LEADERSHIP INSTRUCTION
A CASE STUDY COMPARISON BETWEEN WEB-BASED AND TRADITIONAL GRADUATE LEVEL ACADEMIC LEADERSHIP INSTRUCTION Shari Koch, Instructional Designer imedia.it Christine D. Townsend, Professor and Head Kim E. Dooley,
More informationVirtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam?
Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam? Jerald G. Schutte California State University, Northridge email - jschutte@csun.edu Abstract An experimental
More informationPreparing successful and autonomous adult learners in online environments: Developing self-regulation through feedback
Preparing successful and autonomous adult learners in online environments: Developing self-regulation through feedback M. Carolina Orgnero, PhD-ABD Carolina.Orgner@uconn.edu Kelli-Marie Vallieres, PhD-ABD
More informationIdentifying Priorities for Interventions to Improve Nursing Examination Performance
Identifying Priorities for Interventions to Improve Nursing Examination Performance Vaneta M. Condon, PhD, RN Earline W. Miller, PhD, RN Loma Linda University School of Nursing Purpose Prioritize problems
More informationPre-service Teachers' Self-Regulated Learning and their Developing Concepts of SRL
Pre-service Teachers' Self-Regulated Learning and their Developing Concepts of SRL Dawn Buzza Wilfrid Laurier University Trina Allinotte Waterloo Region District School Board Abstract Self-regulated learners
More informationLearning & Teaching Development Fund. Final report for funded project 2011-12
Learning & Teaching Development Fund Final report for funded project 2011-12 Project Title Project Lead Name Online synchronous teaching in psychology. Maxine Swingler and Paul Bishop Funds allocated in
More informationThe effects of highly rated science curriculum on goal orientation engagement and learning
APA 04 Proposal The effects of highly rated science curriculum on goal orientation engagement and learning Purpose The paper to be presented describes a study of goal orientation (Pintrich, 2000), engagement
More informationE-Learning and Credit Recovery: Strategies for Success
E-Learning and Credit Recovery: Strategies for Success Brenda Humphrey Valdosta State University GA, United States brhumphrey@valdosta.edu Abstract: The purpose of this study was to describe the effects
More informationA DESIGN AND DEVELOPMENT OF E-LEARNING CONTENT FOR MULTIMEDIA TECHNOLOGY USING MULTIMEDIA GAME
A DESIGN AND DEVELOPMENT OF E-LEARNING CONTENT FOR MULTIMEDIA TECHNOLOGY USING MULTIMEDIA GAME Thongchai Kaewkiriya Faculty of Information Technology, Thai-Nichi Institute of Technology, Bangkok, Thailand
More informationEDUCATIONAL PSYCHOLOGY. effectiveness of, the psychology of teaching, and the social psychology of schools as
EDUCATIONAL PSYCHOLOGY Educational psychology is the study of how humans learn in, the effectiveness of, the psychology of teaching, and the social psychology of schools as organizations. Educational psychology
More informationDesigning Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact
Designing Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact Emily Hixon, Ph.D. School of Education hixone@calumet.purdue.edu Janet Buckenmeyer, Ph.D. School of Education
More informationAn instructional design model for screencasting: Engaging students in self-regulated learning
An instructional design model for screencasting: Engaging students in self-regulated learning Birgit Loch Faculty of Engineering and Industrial Sciences Swinburne University of Technology Catherine McLoughlin
More information7 Attractive Factors for E-learners
7 Attractive Factors for E-learners Charatdao Intratat King Mongkut s University of Technology ABSTRACT: Educational psychologists assert that a learner s motivation initiates his behavior and persistence
More informationAchievement and Satisfaction in a Computer-assisted Versus a Traditional Lecturing of an Introductory Statistics Course
Australian Journal of Basic and Applied Sciences, 3(3): 1875-1878, 2009 ISSN 1991-8178 2009, INSInet Publication Achievement and Satisfaction in a Computer-assisted Versus a Traditional Lecturing of an
More informationHow To Find Out If You Can Be Successful In A Career In Physical Education
Self-efficacy and degree choice among sports coaching and physical education students Andrew Horrell (a.horrell@wlv.ac.uk) Andy Lane (a.m.lane2@wlv.ac.uk) Nick O Leary (n.o leary@wlv.ac.uk) Alison Barber
More informationCourse Guide Masters of Education Program (UOIT)
Course Guide Masters of Education Program (UOIT) Note: 1 course = 3 credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. Or M.A
More informationDeveloping Cognitive, Social, and Teaching Presence Online. Tina Stavredes, PhD Chair, Psychology, School of Undergraduate Studies Capella University
Developing Cognitive, Social, and Teaching Presence Online Tina Stavredes, PhD Chair, Psychology, School of Undergraduate Studies Capella University Introduction In the online environment, where there
More informationThe Model of Strategic e-learning: Understanding and Evaluating Student e- Learning from Metacognitive Perspectives
Tsai, M.-J. (2009). The Model of Strategic e-learning: Understanding and Evaluating Student e-learning from Metacognitive Perspectives. Educational Technology & Society, 12 (1), 34 48. The Model of Strategic
More informationFACTORS THAT INFLUENCE COGNITIVE ENGAGEMENT AND ACADEMIC SUCCESS OF PRE-LICENSURE BACCALAUREATE MILLENNIAL NURSING STUDENTS.
FACTORS THAT INFLUENCE COGNITIVE ENGAGEMENT AND ACADEMIC SUCCESS OF PRE-LICENSURE BACCALAUREATE MILLENNIAL NURSING STUDENTS A Dissertation Submitted to the School of Graduate Studies and Research in Partial
More informationAn Investigation on Learning of College Students and the Current Application Situation of the Web-based Courses
2011 International Conference on Computer Science and Information Technology (ICCSIT 2011) IPCSIT vol. 51 (2012) (2012) IACSIT Press, Singapore DOI: 10.7763/IPCSIT.2012.V51.127 An Investigation on Learning
More informationFostering Self-Efficacy through Time Management in an Online Learning Environment
www.ncolr.org/jiol Volume 7, Number 3, Winter 2008 ISSN: 1541-4914 Fostering Self-Efficacy through Time Management in an Online Learning Environment Krista P. Terry Radford University Peter E. Doolittle
More informationHEARTWOOD. Program Description
HEARTWOOD Heartwood, an Ethics Curriculum for Children, is a read- aloud literature- based curriculum, aims to teach elementary school students seven universal attributes of good character. Lessons and
More informationOnline Learning: Examining the Successful Student Profile
The Journal of Interactive Online Learning Volume 1, Number 2, Fall 2002 www.ncolr.org ISSN: 1541-4914 Online Learning: Examining the Successful Student Profile J. Michael Blocher, Laura Sujo de Montes,
More informationInstructional Strategies: What Do Online Students Prefer?
Instructional Strategies: What Do Online Students Prefer? Kristen Cuthrell Assistant Professor East Carolina University College of Education Curriculum and Instruction Greenville, NC USA cuthrellma@ecu.edu
More informationThe Management of the International Online Distance Learning Program in Thailand
The Management of the International Online Distance Learning Program in Thailand Krisda Tanchaisak Assumption University krisda2009@yahoo.com Abstract Online learning is popular throughout the world however
More informationThe Effect of Flexible Learning Schedule on Online Learners Learning, Application, and Instructional Perception
1060 The Effect of Flexible Learning Schedule on Online Learners Learning, Application, and Instructional Perception Doo H. Lim University of Tennessee Learning style has been an important area of study
More informationEffects of Teaching through Online Teacher versus Real Teacher on Student Learning in the Classroom
Effects of Teaching through Online Teacher versus Real Teacher on Student Learning in the Classroom Sirous Hadadnia Islamic Azad University-Mamasani Branch, Iran Norouz Hadadnia Zargan Office of Education,
More informationA Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class
A Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class Sue B. Schou Idaho State University ABSTRACT Due to economic constraints, more and more distance education
More informationHANDBOOK OF SCREENING
Massachusetts Department of Elementary and Secondary Education ABE-DL Programs HANDBOOK OF SCREENING For Instructors and Administrators of Online ESOL Programs Developed for ACLS by the UMass Boston, Center
More informationUsing Asynchronous Online Discussions in Blended Courses: Comparing Impacts Across Courses in Three Content Areas
Using Asynchronous Online Discussions in Blended Courses: Comparing Impacts Across Courses in Three Content Areas James Lehman Jennifer Richardson Peggy Ertmer Timothy Newby Xi Cheng Chris Mong Ayesha
More informationHands on Banking Adults and Young Adults Test Packet
ATTENTION: SUBJECT: Hands on Banking Instructors Pre- and Post-tests for Adults and Young Adults If you use the Hands on Banking Adults or Young Adults courses with a group, we invite you to use the attached
More informationTechnology Use in an Online MBA Program
1 21st Annual Conference on Distance Teaching and Learning click here -> Technology Use in an Online MBA Program Mengyu Zhai, M.S. Associate Instructor Counseling and Educational Psychology Department
More informationUsing Classroom Assessment to Change Both Teaching and Learning
Research indicates that Classroom Assessment affects the experiences of both the teacher and the students. Using Classroom Assessment to Change Both Teaching and Learning Mimi Steadman Those who have used
More informationFaculty of Education, University of Oulu, Finland b School of Education, Murdoch University, Australia. Online publication date: 13 January 2010
This article was downloaded by: [Murdoch University] On: 30 January 2010 Access details: Access Details: [subscription number 907258484] Publisher Routledge Informa Ltd Registered in England and Wales
More informationMotivational Orientations of Turkish EFL Students: The Case at a State University 1
Motivational Orientations of Turkish EFL Students: The Case at a State University 1 Gökhan Öztürk Afyon Kocatepe University, School of Foreign Languages gokhanoztrk@gmail.com Nurdan Gürbüz Middle East
More informationMeasuring confidence in academic study: A summary report. Paul Sander and Lalage Sanders. University of Wales Institute, Cardiff U. K.
Measuring confidence in academic study: A summary report Paul Sander and Lalage Sanders University of Wales Institute, Cardiff U. K. psander@uwic.ac.uk Measuring confidence in academic study: A summary
More informationThe Effect of Varied Visual Scaffolds on Engineering Students Online Reading. Abstract. Introduction
Interdisciplinary Journal of E-Learning and Learning Objects Volume 6, 2010 The Effect of Varied Visual Scaffolds on Engineering Students Online Reading Pao-Nan Chou and Hsi-Chi Hsiao (The authors contributed
More informationJohn Tagg Conference on Teaching and Learning Oakland University May 14, 2014 THE LEARNING PARADIGM COLLEGE
John Tagg Conference on Teaching and Learning Oakland University May 14, 2014 THE LEARNING PARADIGM COLLEGE WHAT DO YOU WANT TO ACHIEVE? What is the single most important experience that you hope every
More informationExamining Motivation to Learn in Massive Open Online Courses
Examining Motivation to Learn in Massive Open Online Courses Abeer Watted Technion Israel Institute of Technology Miri Barak Technion Israel Institute of Technology Abstract Massive open online courses
More informationEmbedding information literacy skills in the psychology curriculum: supporting students in their transition to independent researchers
Embedding information literacy skills in the psychology curriculum: supporting students in their transition to independent researchers Jason Bohan, Niamh Friel, Larissa Szymanek School of Psychology, University
More informationIntegrating E-learning in Classroom-based Language Teaching: Perceptions, Challenges and Strategies
Integrating E-learning in Classroom-based Language Teaching: Perceptions, Challenges and Strategies Muhammad Tanveer Majan College (Oman) tanveer.muhammed@majancollege.edu.om, tanveergt@yahoo.com Abstract
More informationThe Design of the Study
EDUCO - A Tool for Real Time On-Line Collaboration in Web- Based Learning Introduction Petri Nokelainen Miikka Miettinen Henry Tirri Complex Systems Computation Group Helsinki Institute for Information
More informationPredicting Attitudes Toward Online Learning 1. Running head: PREDICTING ATTITUDES TOWARD ONLINE LEARNING
Predicting Attitudes Toward Online Learning 1 Running head: PREDICTING ATTITUDES TOWARD ONLINE LEARNING Task Value, Self-Efficacy, and Experience: Predicting Military Students Attitudes Toward Self-Paced,
More informationEducational Media, Online Learning, Didactical Design, Master Program, Internet
"Educational Media": An internet based master-program for teachers and educational managers Michael Kerres University of Duisburg-Essen, Germany Chair of Educational Media and Knowledge Management Director
More informationThe Application of Autonomous Learning to Fostering Cross-cultural Communication Competence
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 4, No. 6, pp. 1291-1295, June 2014 Manufactured in Finland. doi:10.4304/tpls.4.6.1291-1295 The Application of Autonomous Learning to Fostering
More informationA Conceptual Model for Understanding Self-Directed Learning in Online Environments. Liyan Song Towson University
www.ncolr.org/jiol Volume 6, Number 1, Spring 2007 ISSN: 1541-4914 A Conceptual Model for Understanding Self-Directed Learning in Online Environments Liyan Song Towson University Janette R. Hill The University
More informationProgramme Specification for MSc Applied Sports Performance Analysis
PROGRAMME SPECIFICATION Postgraduate Courses Programme Specification for MSc Applied 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited
More information[CONVERTING YOUR COURSE TO A BLENDED FORMAT]
Instructor Guide Prepared by Dalia Hanna, Manager, Learning and Teaching, Ryerson University 2012. Table of Contents Introduction and objectives 3 Unit 1: Communication 3 Unit 2: Pre-Planning Strategies
More informationAERA 2000 1. American Educational Research Association 2000, New Orleans: Roundtable
AERA 2000 1 American Educational Research Association 2000, New Orleans: Roundtable Metacognitive Self-Regulation and Problem-Solving: Expanding the Theory Base Through Factor Analysis Bruce C. Howard
More informationThe Impact of E-Learning on some Psychological Dimensions and Academic Achievement
Vol.2, No.2 (2013), pp.49-56 http://dx.doi.org/10.14257/ijel.2013.2.2.05 The Impact of E-Learning on some Psychological Dimensions and Academic Achievement Seyedeh Monavar Yazdi 1 and Ghazal Zandkarimi
More informationCan distance education courses increase academic motivation?
Digital Library > Conference Papers > ELEARN > Volume 2008, Issue 1 > Can distance education courses increase academic motivation? New Search Print Abstract E-mail Abstract Full Text Save to My Collections
More informationYaowalak Jitlakoat Faculty of Nursing Science, Assumption University Bangkok, Thailand
The Effectiveness of Using Concept Mapping to Improve Primary Medical Care Nursing Competencies among Fourth Year Assumption University Nursing Students Yaowalak Jitlakoat Faculty of Nursing Science, Assumption
More informationCork Education and Training Board. Programme Module for. Child Psychology. leading to. Level 6 FETAC
Cork Education and Training Board Programme Module for Child Psychology leading to Level 6 FETAC May 2012/June 2012 1 Introduction This programme module may be delivered as a standalone module leading
More informationLearning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale
Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale Florence Martin University of North Carolina, Willimgton Jeremy I. Tutty Boise State University martinf@uncw.edu
More informationAn Instructional Approach to Writing SMART Goals
An Instructional Approach to Writing SMART Goals Eleanor M Robins University of Hawaii-Manoa Honolulu, Hawaii 96822 USA erobins@hawaii.edu Introduction Abstract: Obtaining a degree is not the ultimate
More informationTraining for Real: Starting in the University
31st WEDC International Conference, Kampala, Uganda, 2005 MAXIMIZING THE BENEFITS FROM WATER AND ENVIRONMENTAL SANITATION Training for Real: Starting in the University C. V. Nshemereirwe, A. I. Rugumayo,
More informationSPSS and Data Acquisition - A Comparison
16. COMPUTER SOFTWARE IN STATISTICS EDUCATION: STUDENT VIEWS ON THE IMPACT OF A COMPUTER PACKAGE ON AFFECTION AND COGNITION Gilberte Schuyten and Hannelore Dekeyser University of Gent The Data Analysis
More informationLearner Centered Education in Online Classes
Learner Centered Education in Online Classes Paula Garcia Center for E-learningE Walter Nolan CTEL and College of Education What is learner centered education? An approach to teaching and learning that
More informationMasters of Science (MS) in Educational Psychology
College of Education and Human Development (CEHD) Graduate School of Education (GSE) School of Recreation, Health, and Tourism (SRHT) Masters Programs Teacher Licensure Certification Programs & Advanced
More informationEducators Perceptions and Reported Behaviors Associated With the Use of Social Media. for Informal Professional Learning.
Educators Perceptions and Reported Behaviors Associated With the Use of Social Media for Informal Professional Learning by Debbie Fucoloro Few comprehensive, descriptive studies regarding educator use
More informationDOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.
DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive
More informationvalue equivalent value
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation MRES Clinical Research TMRS1KTCNR TMRS2KTCNR 2. Final award Award Title Credit ECTS Any special criteria
More informationExhibit 3.3.f.2. Candidate s Score
Exhibit..f. Name Date: Teaching Process TWS Standard Contextual Factors Affecting The candidate teacher uses information about the learning- Student Learning teaching context and student individual differences
More informationTest Anxiety, Student Preferences and Performance on Different Exam Types in Introductory Psychology
Test Anxiety, Student Preferences and Performance on Different Exam Types in Introductory Psychology Afshin Gharib and William Phillips Abstract The differences between cheat sheet and open book exams
More informationAn evaluation of the use of blended learning strategies to develop and enhance students knowledge of primary science
An evaluation of the use of blended learning strategies to develop and enhance students knowledge of primary science Vivian Cooke University of Worcester (v.cooke@worc.ac.uk) Keywords: e-learning; blended
More informationPSY 670, Workshop in Psychology II: EDUCATIONAL PSYCHOLOGY (Graduate Version) drdaniel@wildblue.net drdonnausa@gmail.com. Phone: 719.587.
PSY 670, Workshop in Psychology II: EDUCATIONAL PSYCHOLOGY (Graduate Version) Instructor of Record: Email: Dr. Elden Daniel Dr. Donna Rice (Alternate) drdaniel@wildblue.net drdonnausa@gmail.com Phone:
More informationExamining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting
The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual
More informationResearch on Self-Efficacy of Distance Learning and its Influence. to Learners Attainments
Zhang, J., Li, F., Duan, C., & Wu, G. (2001). Research on Self-efficacy of Distance Learning and its Influence to Learners Attainments. In: C. H. Lee (Eds.), Proceedings of the International Conference
More informationChanwit Hanrin Nakhon Phanom University, Thailand
Development of the learning result of innovation and information technology in education using CIPPA, for third year students in the Bachelor of Education Program, Nakhon Phanom University ABSTRACT Chanwit
More informationProgramme approval 2006/07 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION. ECTS equivalent
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Public Services Policy and Management 2. Final award Award Title Credit ECTS Any special criteria value
More information