The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning

被引：94

作者：

Cho, Moon-Heum ^{[1
]}

Kim, Yanghee ^{[2
]}

Choi, DongHo ^{[1
]}

机构：

[1] Sungkyunkwan Univ, Dept Educ, 25-2 Sungkyunkwan Ro, Seoul 03063, South Korea

[2] Utah State Univ, Dept Instruct Technol & Learning Sci, Logan, UT 84322 USA

来源：

INTERNET AND HIGHER EDUCATION | 2017年 / 34卷

关键词：

Self-regulated learning; Community of inquiry; Learning presence; Online learning; FRAMEWORK; MOTIVATION; QUESTIONNAIRE; ENVIRONMENTS; STRATEGIES;

D O I：

10.1016/j.iheduc.2017.04.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：10 / 17

页数：8

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