期刊
INTERNET AND HIGHER EDUCATION
卷 34, 期 -, 页码 10-17出版社
ELSEVIER SCIENCE INC
DOI: 10.1016/j.iheduc.2017.04.001
关键词
Self-regulated learning; Community of inquiry; Learning presence; Online learning
资金
- National Research Foundation of Korea [22B20152213238] Funding Source: Korea Institute of Science & Technology Information (KISTI), National Science & Technology Information Service (NTIS)
The purpose of this study was to examine the effects of students' self-regulated learning (SRL) levels on their perceptions of community of inquiry (CoI) and their affective outcomes (task-specific attitudes and self-efficacy). Participants were 180 college students enrolled in a required online course. Using the cluster analysis method, SRL levels were grouped into four levels (High regulators, Mid regulators lacking efforts, Mid regulators lacking values, and Low regulators). ANOVA revealed that highly self-regulated students demonstrated a stronger sense of CoI and achieved higher affective outcomes, compared to low self-regulated students. The fmding confirms that SRL could play an important role in the framework of community of inquiry.
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