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A Conceptual Model for Understanding Self-Directed Learning in Online Environments
"... Research indicates that online learning often situates control of implementation with the learner. Recently, scholars have turned attention to the importance of self-directed learning (SDL) skills for online learning environments. Existing frameworks for understanding SDL focus primarily on process ..."
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Research indicates that online learning often situates control of implementation with the learner. Recently, scholars have turned attention to the importance of self-directed learning (SDL) skills for online learning environments. Existing frameworks for understanding SDL focus primarily on process and personal attributes in face-to-face settings. Some frameworks depict SDL as a process, focusing on learner autonomy in the learning processes; other frameworks emphasize personal attributes, focusing on learner’s capabilities of regulating the learning process. Yet, the level of self-direction needed may change in different contexts. The purpose of this paper is to introduce a research-based framework for understanding SDL in online learning contexts. Implications for future research and practice are provided at the end of the paper.
Learner readiness for online learning: scale development and student perceptions.
- Computers & Education,
, 2010
"... a b s t r a c t The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, ..."
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a b s t r a c t The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students' levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students.
Personality interactions and scaffolding in online discussions
- Educational Computing Research
, 2004
"... The potential of on-line discussions to prompt greater reflection of course material is often stymied by a tendency of students to agree with one another rather than to formulate counter-arguments. This article describes an experi-ment using note starters and elaborated cases to encourage counter-ar ..."
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The potential of on-line discussions to prompt greater reflection of course material is often stymied by a tendency of students to agree with one another rather than to formulate counter-arguments. This article describes an experi-ment using note starters and elaborated cases to encourage counter-argumentation and examines interactions with personality characteristics. Participants were 48 undergraduates who wrote on-line discussion notes in response to two issues in educational psychology. Participants also completed a personality survey, based on McCrae and Costa’s (1997) five-factor per-sonality model. There was a significant positive main effect of note starters on the frequency of disagreement, as well as personality-treatment interactions between note starters and several personality characteristics, The results suggest that note starters are most useful for students with low degrees of curiosity (“openness to ideas”) or assertiveness, and who are not overly anxious. Note starters appear to encourage students to consider other points of view during on-line discussions. *A previous version of this article was presented at the annual meeting of the American Educational
Beyond grades in online learning: Adaptive profiles of academic self-regulation among naval academy undergraduates
- Journal of Advanced Academics
, 2009
"... For years, educational psychologists have known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts (Schunk, Pintrich, & Meece, 2008). One reason motivated students succeed is that they are prone to use various cognitive and me ..."
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For years, educational psychologists have known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts (Schunk, Pintrich, & Meece, 2008). One reason motivated students succeed is that they are prone to use various cognitive and metacognitive strate-gies that help make learning more efficient and effective (Flavell, 1979). Simply stated, most academically successful students are highly motivated, self-regulated learners (Pintrich, 2003). Unfortunately, not all students are highly motivated, self-regulated learners. Many students do not feel competent enough to master what is being taught or fail to see the value of what they are learning (Pintrich, 1999); some are too bored, angry, or anxious to ever become academically engaged (Pekrun, Goetz, Titz, & Perry, 2002); and others do not know how or simply fail to use effective learning strategies (Pintrich & De Groot, 1990). Students like these may struggle in traditional classrooms, but when faced with learning online, they may be even more disad-vantaged. This conjecture is based, in part, on the highly autono-mous nature of learning online, where “students must exercise a
Podcasting as complement to graduate teaching: Does it accommodate adult learning theories
"... Technology in higher education has exploded within the last decade, as educators become more knowledgeable about its uses and students become more demanding of access and convenience to teaching and learning. This article shares results of an exploratory study that determined graduate students&apos ..."
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Technology in higher education has exploded within the last decade, as educators become more knowledgeable about its uses and students become more demanding of access and convenience to teaching and learning. This article shares results of an exploratory study that determined graduate students' perceptions of podcasting access and utility in courses as related to adult learning theory. Reading materials and listening to podcasts produced favorable results in terms of students' perceived understanding of the subject, with the majority of students surveyed recommending reading the course materials and listening to same-materials via a podcast. A higher percentage of students listened to the podcast in its entirety compared to students reading all of the material presented. Survey results indicated complementary components of adult learning in terms of reflective behavior. A total of 76 percent of students agreed the podcast enhanced or clarified their understanding. Whether the interaction was potent enough to foster action or transformation remains a personal experience based on prior learning. Twelve percent of students were neutral in their response; memorization or rote recall characterized their non-reflective learning experience. Students who perceived the podcast as of no value would not respond to the podcast or reject the podcast as non-important to their learning need as represented by 12 percent of the students in this study. The use of podcasting in graduate courses continues to evolve, and addressing adult learning theory in relationship to technology needs to be further explored.
The use of electronic question and answer forums in mathematics teacher education
- Mathematics Teacher Education and Development
, 2003
"... Many mathematics educators share a view of mathematics as a social and cultural phenomenon and believe that the learning of mathematics concepts is developed and enhanced through the use of learning communities. Electronic discussion boards provide one avenue for supporting such social learning. Thi ..."
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Many mathematics educators share a view of mathematics as a social and cultural phenomenon and believe that the learning of mathematics concepts is developed and enhanced through the use of learning communities. Electronic discussion boards provide one avenue for supporting such social learning. This paper discusses the use of a Question and Answer section of a discussion board in a first year mathematics education subject for primary student teachers, and the way in which this facility fits with ideas of social learning. Theoretical perspectives of social learning in mathematics through the use of an electronic community are explored. Examples are given of how learning was developed through questions and answers in the mathematics education subject and insights shared regarding the various uses of this facility by the students. Issues related to participation, peer misconceptions, learning styles and teacher intervention are raised and discussed. The paper concludes that for students who are comfortable with the use of electronic conferencing, there is value in Question and Answer facilities in raising autonomy and supporting conceptual understanding of mathematical concepts, but that the medium does not suit all learners of mathematics.
Understanding Satisfaction and Continuing Motivation in an Online Course: An Extension of Social Cognitive, Control-Value Theory*
"... Abstract: Using social cognitive, control-value theory as a framework, this study examined how students ’ cognitive appraisals (task value and self-efficacy) and negative achievement emotions (boredom and frustration) relate to their overall satisfaction with an online course and their continuing mo ..."
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Abstract: Using social cognitive, control-value theory as a framework, this study examined how students ’ cognitive appraisals (task value and self-efficacy) and negative achievement emotions (boredom and frustration) relate to their overall satisfaction with an online course and their continuing motivation to enroll in future courses. Service academy undergraduates (N = 481) completed a survey that assessed these constructs. Structural equation modeling revealed that task value, self-efficacy, boredom, and frustration were all statistically significant predictors of satisfaction, accounting for 64 % of its variance. Task value and self-efficacy had direct effects on satisfaction, as well as indirect effects through boredom and frustration. Moreover, self-efficacy and boredom had both direct and indirect effects on continuing motivation; whereas task value and frustration had only indirect effects through satisfaction. The final model accounted for 41 % of the variance in continuing motivation. Educational implications are discussed. Distance learning is hardly a new phenomenon. In the United States, for example, correspondence courses have provided distance learning to students around the country since the creation of the postal service in the 19th century (Phipps & Merisotis, 1999). Today, however, there is little doubt that the Internet has transformed the promise of teaching and learning from a distance (Dabbagh & Bannan-Ritland, 2005; Hill, Wiley, Nelson, & Han, 2004). In fact, even prestigious universities who once shunned distance learning are now making substantial investments in online learning technologies (Larreamendy-Joerns & Leinhardt, 2006; Moore, 2003). Concurrently, business and military organizations are attracted to the potential for online learning to provide “anytime, anywhere ” access to education and training
How University Students Evaluate Online Information about a Socio-scientific Issue and the Relationship with their Epistemic Beliefs
, 2011
"... The purpose of the study was to explore the judgment criteria used by university students for evaluating online information about a socio-scientific issue and the associations, if any, with their epistemic beliefs. The problem context was a socio-scientific issue concerning the impact of electromagn ..."
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The purpose of the study was to explore the judgment criteria used by university students for evaluating online information about a socio-scientific issue and the associations, if any, with their epistemic beliefs. The problem context was a socio-scientific issue concerning the impact of electromagnetic waves on human health. The participants were 36 university students, who were asked to read a news report, briefly state their thoughts, and then proceed to the web search activity in order to determine if their thoughts were legitimate. The students’ search processes were recorded by web camera. After the search activity, all students were interviewed about the criteria used to determine the credibility of the online information. The students responded to the interview questions as they were watching their own web search processes. Epistemic beliefs were then assessed using questionnaires. A coding scheme was developed to analyze the students ’ oral responses. It was found that these university students determined the credibility of the online information mostly with reference to the richness and explanative power of argument, the presence of evidence, and the authority source of information. However, few of them went further to examine the validity of the evidence. Correlation analyses and ANOVA showed that the use of overall criteria for judging the online information was associated significantly with students’
Secondary students’ perceptions of web-based learning. Paper presented at the Annual Meeting of the Association for Educational Communication and Technology
"... This article presents the results of a survey study of secondary students ’ perceptions of useful and challenging characteristics of Web-based learning environments. Data were collected using a modified version of a ques-tionnaire from earlier studies. More specifically, the author focuses on what W ..."
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This article presents the results of a survey study of secondary students ’ perceptions of useful and challenging characteristics of Web-based learning environments. Data were collected using a modified version of a ques-tionnaire from earlier studies. More specifically, the author focuses on what Web-based learning looks like for secondary students, along with their perceptions of the benefits, challenges, and helpful components of Web-based learning environments. As this study utilized similar instruments to earlier studies that looked at the per-ceptions of postsecondary students and corporate Web-based trainees, comparisons will be made between the secondary students in this study and the populations in those other studies. Schools in rural jurisdictions have historically faced challenges in providing comparable curriculum opportunities to their students as
Comments on Greenhow, Robelia, and Hughes Digital Immersion, Teacher Learning, and Games
"... The online version of this article can be found at: Published on behalf of ..."
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The online version of this article can be found at: Published on behalf of
