Online Self-Regulated Learning and Achievement in the Era of Change

Autor/inn/en	Rivers, Damian J.; Nakamura, Michiko; Vallance, Michael
Titel	Online Self-Regulated Learning and Achievement in the Era of Change
Quelle	In: Journal of Educational Computing Research, 60 (2022) 1, S.104-131 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rivers, Damian J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211025108
Schlagwörter	Electronic Learning; Self Control; Learning Strategies; Academic Achievement; Educational Change; College Students; Foreign Countries; Distance Education; Metacognition; Factor Analysis; Japan + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Bildungsreform; Collegestudent; Ausland; Distance study; Distance learning; Fernunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Faktorenanalyse
Abstract	As education is remodelled to online solutions, instructors and students are required to adapt their teaching and learning through different forms of monitoring, regulation and assessment. This remodelling requires conceptual and philosophical reflection relating to stakeholder roles and the relationship between learners and teaching materials within digital learning spaces. With a sample of 276 student participants, this article reports from a Japanese university which shifted all regular face-to-face lectures online at short notice during 2020. Self-regulated learning is drawn from to test a primary thesis that online self-regulated learning impacts achievement. It was hypothesized that metacognitive skills provide the foundation for online self-regulated learning but are not able to exert a direct effect on achievement as such skills must be mediated through applied behavioral action. Three criterion models indicated limited achievement effect sizes between 11.1% and 12.6%. The outcomes are discussed in relation to online learning and pedagogies relevant to distance education in the era of change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01