Acceptance of and Self-Regulatory Practices in Online Learning and Their Effects on the Participation of Hong Kong Secondary School Students in Online Learning

Autor/inn/en	Lau, Kit Ling; Jong, Morris Siu Yung
Titel	Acceptance of and Self-Regulatory Practices in Online Learning and Their Effects on the Participation of Hong Kong Secondary School Students in Online Learning
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.8715-8732 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lau, Kit Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11546-y
Schlagwörter	Foreign Countries; Secondary School Students; Self Management; Student Attitudes; Electronic Learning; Student Participation; Educational Practices; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Selbstmanagement; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungspraxis; Hongkong
Abstract	This study investigated how the acceptance and use of self-regulatory strategies in online learning affected Hong Kong secondary school students' participation in online learning. A self-reported questionnaire was distributed to 1381 students from six secondary schools. Findings of the descriptive analysis indicated that students did not frequently use most types of online self-regulatory strategies. Although they agreed that the online learning methods were easy to use and facilitated learning, they did not actively participate in online learning activities and showed a low tendency to continuation. Further, structural equation modeling indicated that the effect of strategy use on actual participation was stronger than that of user acceptance. The former had a significant indirect effect on actual participation through the strong effect it had on user acceptance. Consequently, suggestions have been made for improving the instructional design of online learning and increasing students' willingness and readiness to participate in online learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01