University students' profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification

被引：44
|
作者：
Binali, Theerapong [1 ]
Tsai, Chin-Chung [2 ,3 ]
Chang, Hsin-Yi [2 ,3 ]
机构：
[1] Natl Taiwan Univ Sci & Technol, Grad Inst Digital Learning & Educ, Taipei, Taiwan
[2] Natl Taiwan Normal Univ, Program Learning Sci, 162,Sec1,Heping E Rd, Taipei 106, Taiwan
[3] Natl Taiwan Normal Univ, Inst Res Excellence Learning Sci, 162,Sec1,Heping E Rd, Taipei 106, Taiwan
来源：
COMPUTERS & EDUCATION | 2021年 / 175卷
关键词：
Online learning profiles; Metacognitive regulation; Internet-specific epistemic belief; SOCIALLY SHARED REGULATION; SELF-REGULATION; CLUSTER-ANALYSIS; ENGAGEMENT; BELIEFS; SCHOOL; STRATEGIES; MOTIVATION; ENVIRONMENTS; CONCEPTIONS;
D O I：
10.1016/j.compedu.2021.104315
中图分类号：
TP39 [计算机的应用];
学科分类号：
081203 ; 0835 ;
摘要：
This study examined university students' online learning profiles in terms of activities, purposes, and engagement, and how the different profiles related to metacognitive regulation and internetspecific epistemic justification. Three questionnaires were used to collect data from 389 undergraduate and graduate students in Thailand. The results indicated five emergent clusters as follows: highly-engaged self-driven online contributors, moderately engaged self-driven online viewers, less engaged self-driven online learners, highly engaged course-driven online learners, and less engaged course-driven online learners. Moreover, the students of the five clusters who demonstrated different online learning profiles showed significant differences in their metacognitive regulation and internet-specific epistemic justification. Implications are discussed.
引用
收藏
页数：16
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