Promoting self-regulated learning m web-based learning environments

2006 ◽  
pp. 219-231
Keyword(s):  
Learning Environments ◽  
Web Based ◽  
Self Regulated Learning ◽  
Web Based Learning ◽  
Regulated Learning

Promoting self-regulated learning in web-based learning environments

2007 ◽  
Vol 23 (3) ◽  
pp. 1126-1144 ◽  
Author(s):  
Susanne Narciss ◽  
Antje Proske ◽  
Hermann Koerndle
Keyword(s):  
Learning Environments ◽  
Web Based ◽  
Self Regulated Learning ◽  
Web Based Learning ◽  
Regulated Learning

HYPERMEDIA DEVELOPMENT AS SELF-REGULATED LEARNING RESOURCES FOR HIGH SCHOOL ENGLISH DEBATING TRAINING

2019 ◽  
Vol 1 (1) ◽  
pp. 39-45
Author(s):  
Ubaidah Ubaidah
Keyword(s):  
High School ◽  
Development Model ◽  
Learning Resources ◽  
High School English ◽  
Web Based ◽  
Self Regulated Learning ◽  
Expert Teacher ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Test Result

This research was aimed to develop Hypermedia as an alternative learning resources that support self-regulated learning implementation for English Debating Training in Highschool. The product was developed by the framework of web-based learning environment development model. To ensure the effectivity of the product, hypermedia was tested on formative and sumative evaluation involving expert, teacher, and students as participants. At the end of the study, the product was found effective which is indicated by (1) 80% of students often use this hypermedia at their home as self-regulated learning resources, (2) the improvement of students debating knowledge which indicated by the improvement test result by 3.3 poin, and (3) outstanding the students’ achievement of debating competencies that 50% of the students have above average debating skills after learning with hypermedia “Enjoy Your Debate!”

Enhancing Skills of Application Software via Web-Enabled Problem-Based Learning and Self-Regulated Learning

2009 ◽  
pp. 2064-2078
Author(s):  
Pei-Di Shen ◽  
Tsang-Hsiung Lee ◽  
Chia-Wen Tsai
Keyword(s):  
Computer Software ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Application Software ◽  
Web Based ◽  
Self Regulated Learning ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Innovative Learning ◽  
Institute Of Technology

The computer software education in vocational schools in Taiwan can hardly be deemed as effective. To increase students’ learning motivation and develop practical skills, innovative learning designs such as problem-based learning(PBL) and self-regulated learning (SRL) are on trial in this specific context. We conducted a series of quasiexperiments to examine effects of these designs mediated by a web-based learning environment. Two classes of 106 freshmen in a semester course at Institute of Technology in Taiwan were chosen for this empirical study. Result sreveal that effects of web-enabled PBL, web-enabled SRL, and their combinations, on students’ skills of application software have significant differences. The implications of this study are alsodiscussed.

Enhancing Skills of Application Software via Web-Enabled Problem-Based Learning and Self-Regulated Learning

2010 ◽  
pp. 508-523
Author(s):  
Pei-Di Shen ◽  
Tsang-Hsiung Lee ◽  
Chia-Wen Tsai
Keyword(s):  
Empirical Study ◽  
Computer Software ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Web Based ◽  
Self Regulated Learning ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Innovative Learning ◽  
Institute Of Technology

The computer software education in vocational schools in Taiwan can hardly be deemed as effective. To increase students’ learning motivation and develop practical skills, innovative learning designs such as problem-basedlearning(PBL) and self-regulated learning (SRL) are on trial in this specific context. We conducted a series of quasi-experiments to examine effects of these designs mediated by a web-based learning environment. Two classes of 106 freshmen in a semester course at Institute of Technology in Taiwan were chosen for this empirical study. Result sreveal that effects of web-enabled PBL, web-enabled SRL, andtheir combinations, on students’ skills of applicationsoftware have significant differences. The implications of this study are alsodiscussed.

Enhancing Skills of Application Software via Web-Enabled Problem-Based Learning and Self-Regulated Learning

2010 ◽  
pp. 192-206
Author(s):  
Shen Pei-Di ◽  
Lee Tsang-Hsiung ◽  
Tsai Chia-Wen
Keyword(s):  
Computer Software ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Application Software ◽  
Web Based ◽  
Self Regulated Learning ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Innovative Learning ◽  
Institute Of Technology

The computer software education in vocational schools in Taiwan can hardly be deemed as effective. To increase students’ learning motivation and develop practical skills, innovative learning designs such as problem-based learning(PBL) and self-regulated learning (SRL) are on trial in this specific context. We conducted a series of quasi-experiments to examine effects of these designs mediated by a web-based learning environment. Two classes of 106 freshmen in a semester course at Institute of Technology in Taiwan were chosen for this empirical study. Result sreveal that effects of web-enabled PBL, web-enabled SRL, and their combinations, on students’ skills of application software have significant differences. The implications of this study are also discussed.

An Online Learning Community Integrated with Web-Enhanced Collaborative Learning and Self-Regulated Learning

2011 ◽  
Vol 7 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Learning Effects ◽  
Online Learning Community ◽  
Web Based ◽  
Self Regulated Learning ◽  
Blended Courses ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Computing Skills

This paper investigates two aspects of the growing trend towards collaborative learning (CL) and self-regulated learning (SRL) in higher education by examining students’ computing skills in a blended learning environment. The author redesigned a course and adopted web-enhanced CL and SRL to develop undergraduates’ computing skills of web page programming and website building. Three classes with 170 students in a one-semester course were chosen for the empirical study. The results in this study show that students who received web-enhanced CL and SRL had higher grades than those who did not receive web-enhanced CL and/or SRL. It can provide references for schools and teachers who plan to provide online or blended courses for their students to achieve better learning effects in web-based learning environments.

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