A Measure of Self-Regulated Learning in Online Agriculture Courses

Autor/inn/en	Chumbley, Steven; Haynes, J. Chris; Hainline, Mark S.; Sorensen, Tyson
Titel	A Measure of Self-Regulated Learning in Online Agriculture Courses
Quelle	In: Journal of Agricultural Education, 59 (2018) 1, S.153-170 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Independent Study; Online Courses; Agricultural Education; Dual Enrollment; Goal Orientation; Learning Strategies; Gender Differences; Racial Differences; Correlation; Student Experience; Secondary School Students; Introductory Courses; Questionnaires; Likert Scales; Statistical Analysis; Student Attitudes; Study Habits; Educational Environment; Time Management; Self Evaluation (Individuals); Help Seeking + Suchen Sie Ihr Suchwort? Selbststudium; Online course; Online-Kurs; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Doppelstudium; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geschlechterkonflikt; Rassenunterschied; Korrelation; Studienerfahrung; Sekundarschüler; Einführungskurs; Fragebogen; Likert-Skala; Statistische Analyse; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zeitmanagement; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten
Abstract	For students to be successful in the online learning environment, change from passive learners to active learners is essential. Students who successfully regulate and change their learning know where and how to acquire the knowledge necessary for success in the online environment. Introducing students early through dual enrollment programs can ensure students have the necessary skills for success. This project sought to determine the self-regulated learning level of students in an online agriculture course. Students were found to have the highest self-regulation within environmental structuring and goal setting. The lowest online learning self-regulation was in the area of task strategies. Females had a higher level of self-regulated online learning while there was found to be little difference by ethnicity. Low correlations were found between student experience with online courses and their perceived online self-regulated learning level. Students in an online agriculture dual enrolment course are encouraged to develop goals and at the conclusion complete a self-evaluation of their learning. Research should continue to help researchers understand and properly identify any personal, behavioral or environmental factors that influence secondary students' self-regulated learning in an online agriculture dual enrollment course. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01