Impacts of Observational Learning and Self-regulated Learning Mechanisms on Online Learning Performance: A Case Study on High School Mathematics Course

2020 ◽  
Author(s):  
Yang Tzu-Chi
Keyword(s):  
High School ◽  
Online Learning ◽  
Observational Learning ◽  
School Mathematics ◽  
Learning Performance ◽  
High School Mathematics ◽  
Learning Mechanisms ◽  
Self Regulated Learning ◽  
Regulated Learning

Preparing Online Learning Readiness with Learner-Content Interaction

2016 ◽  
pp. 586-614
Author(s):  
Juhong Christie Liu ◽  
Elaine Roberts Kaye
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Readiness ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Content Interaction ◽  
Online Learning Readiness ◽  
Synchronous Online

Online learning readiness is fundamental to student successful participation, presence, and interaction in online courses. Effective facilitation of these key components depends on sound instructional design. In self-directed online environments, learner-content interaction and scaffolding self-regulated learning have been found of primary importance to generate meaningful learning. To provide a solution to the challenges of interoperability of various functions in synchronous online learning environments, this chapter presents a case study about the design and development of a self-paced orientation to help students acquire online learning readiness. Learner-content interaction is strategically utilized in the design to scaffold self-regulated learning. The results of the case study demonstrate that this orientation positively prepares students to be ready for learning in a synchronous online environment. The approach can be of practical use to individuals and groups.

Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?

2020 ◽  
Vol 10 (4) ◽  
pp. 1-13
Author(s):  
Christopher C. Y. Yang ◽  
Irene Y. L. Chen ◽  
Anna Y. Q. Huang ◽  
Qian-Ru Lin ◽  
Hiroaki Ogata
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Performance ◽  
Book Reading ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Reading ◽  
Reading System

The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.

Preparing Online Learning Readiness with Learner-Content Interaction

2016 ◽  
pp. 216-243 ◽  
Author(s):  
Juhong Christie Liu ◽  
Elaine Roberts Kaye
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Readiness ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Content Interaction ◽  
Online Learning Readiness ◽  
Synchronous Online

Online learning readiness is fundamental to student successful participation, presence, and interaction in online courses. Effective facilitation of these key components depends on sound instructional design. In self-directed online environments, learner-content interaction and scaffolding self-regulated learning have been found of primary importance to generate meaningful learning. To provide a solution to the challenges of interoperability of various functions in synchronous online learning environments, this chapter presents a case study about the design and development of a self-paced orientation to help students acquire online learning readiness. Learner-content interaction is strategically utilized in the design to scaffold self-regulated learning. The results of the case study demonstrate that this orientation positively prepares students to be ready for learning in a synchronous online environment. The approach can be of practical use to individuals and groups.

Stepping beyond high school mathematics: a case study of high school women

ZDM ◽  
2008 ◽  
Vol 40 (4) ◽  
pp. 693-708
Author(s):  
Charlene Morrow ◽  
Inga Schowengerdt
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics
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