This study investigated a cross-cultural comparison of self-regulated learning (SRL) skills between Korean and Filipino college students. Specifically, it identified and analyzed the motivational and learning strategies adopted by Korean and Filipino students. To measure their SRL skills, the Motivated Strategies for Learning Questionnaire was administered. Results of this study showed that the degree of Filipino students' SRL skills was higher than one of Korean students. Cultural and educational contexts of the two countries were examined to identify possible factors underlying the differences between two countries' college students in SRL skills.

The purpose of this study was to explore the effects of embedded strategies on promoting the use of self-regulated learning strategies (SRLS) in an online learning environment. Cognitive strategies, performance control strategies, and self-efficacy strategies among SRLS were employed as embedded strategies into online learning. Thirty-four college students participated in the study. They were taught in online settings for 16 hours over 8 weeks. With two hours per week, one hour was assigned to learning contents, and the other for group discussions with four or five members in each group. SRLS questionnaires were administered before and after online learning. Results revealed that students' use of cognitive strategies and performance control strategies have been improved during online learning, but their use of self-efficacy strategies have not. Findings from this study provide important suggestions for design and development of learning environments to promote the use or acquisition of students' self-regulated learning strategies.

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

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The purpose of this study was to explore the development of a conceptual model that promotes ownership in an online learning environment. It proceeds toward building a comprehensive online learning model that illustrates the interrelationship among learning motivation, cognition and meta-cognition. Those components can be employed into strategies to promote the learner ownership that is assumed to be an essential factor influencing learners' achievement. The main methods of the study were literature review about ownership and development research on building of a conceptual model. A conceptual model of learners' ownership in an online learning environment is proposed into integration of three factors of learning motivation, cognition, and meta-cognition and Milner-Bolotin's three categories of ownership (2001), which are composed of personal value, control and responsibility. Since the model is a hypothetical and conceptual, further research for testing its theoretical validity is needed.