The Influence of Connectivist Learning Networks on Self-Regulation in Middle School

Autor/in	Rice, Robyn Lynn
Titel	The Influence of Connectivist Learning Networks on Self-Regulation in Middle School
Quelle	(2018), (472 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-0576-0
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Self Management; Student Behavior; Middle School Teachers; Teacher Attitudes; Influences; Time Management; Help Seeking; Social Networks; Learning Theories; Arizona + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstmanagement; Student behaviour; Schülerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Zeitmanagement; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Social network; Soziales Netzwerk; Learning theory; Lerntheorie
Abstract	Connectivism has been studied primarily in online college classes and was shown to increase the self-regulated learning behaviors of tertiary students. It was not known how Arizona public middle school teachers from a single metropolitan school district perceived the influence of connectivist learning networks on the self-regulated learning behaviors exhibited by middle school students. The purpose of this qualitative single case study was to understand how Arizona public middle school teachers from a single metropolitan school district perceived the influence of connectivist learning networks on the self-regulated learning behaviors exhibited by middle school students. Data triangulation was accomplished through questioning of a nested sample of 19 teachers who were selected through theoretical sampling using a screening questionnaire. The three data sources were participant questionnaires, semi-structured interviews, and a focus group. This study was guided by three research questions. The first research question for this study explored how public middle school teachers perceived the influence of connectivist learning networks on the self-regulated learning behaviors exhibited by middle school students. The second and third research questions asked middle school teachers to describe connectivist learning networks and self-regulated learning behaviors of their students. The data was analyzed through two-cycle thematic coding. The resulting themes from the data analysis indicated that middle school teachers perceived connectivist learning networks to have a positive influence on the self-regulated learning behaviors exhibited by middle school students. Connectivist networks positively influenced and improved the self-regulated learning behaviors of time management and help-seeking. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01