Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students

Williams, Peter; Hellman, Chan M.

doi:10.1023/b:rihe.0000010047.46814.78

Cited by 82 publications

(48 citation statements)

References 29 publications

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“…Furthermore, self-regulated students also keep their motivation up to par (Pintrich 2000;Winne and Hadwin 1998;Zimmerman 2002). While students in traditional education also need to engage in these activities, they are more important in MOOCs as they encompass greater student autonomy (Garrison 2003).The openness in time and place makes students solely responsible for their time and environment management (Williams and Hellman 2004). Furthermore, students often do not have regular contact with fellow students in a MOOC; work is in most cases done individually (Toven-Lindsey et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Validation of the self-regulated online learning questionnaire

et al. 2016

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The number of students engaged in Massive Open Online Courses (MOOCs) is increasing rapidly. Due to the autonomy of students in this type of education, students in MOOCs are required to regulate their learning to a greater extent than students in traditional, face-to-face education. However, there is no questionnaire available suited for this online context that measures all aspects of self-regulated learning (SRL). In this study, such a questionnaire is developed based on existing SRL questionnaires. This is the self-regulated online learning questionnaire. Exploratory factor analysis (EFA) on the first dataset led to a set of scales differing from those theoretically defined beforehand. Confirmatory factor analysis (CFA) was conducted on a second dataset to compare the fit of the theoretical model and the exploratively obtained model. The exploratively obtained model provided much better fit to the data than the theoretical model. All models under investigation provided better fit when excluding the task strategies scale and when merging the

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Section: Introductionmentioning

confidence: 99%

Validation of the self-regulated online learning questionnaire

et al. 2016

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“…Mención especial en esta categoría tienen aquellos trabajos que se centran en el desarrollo o influencia de las habilidades de autorregulación del aprendizaje como condición necesaria para el logro de aprendizaje en intervenciones educativas virtuales (DeTure, 2004;Williams y Hellman, 2004). Al respecto, nuestro grupo ha mostrado, en la realización de dos tesis doctorales, algunos avances muy interesantes sobre la posibilidad de incrementar los niveles de autorregulación del aprendizaje en la educación básica secundaria a través de andamiajes actuando sobre ambientes hipermediales (López, 2010;López y Hederich, 2010;López, Hederich y Camargo, 2011), o bien a través del aporte de información estilística al estudiante en ambientes virtuales llevados a cabo en la educación superior (Pinzón, 2011).…”

Section: Hacia Una Prospectiva De La Investigación En Estilística Eduunclassified

Estilística educativa

Martínez

2013

Rev. Colomb. Educ.

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Estilística educativa, estilo cognitivo, estilo de aprendizaje, estilo de enseñanza, investigación. ResumenEl artículo es una revisión teórica que explora el potencial de la estilística educativa, como campo de investigación, desde dos perspectivas: 1) con el análisis de la presencia del concepto de estilo como tema o problema de investigación educativa en los últimos años en el ámbito latinoamericano, y 2) mediante la identificación de las líneas de investigación educativa relacionada con el concepto de estilo que poseen mayor proyección futura en la región. En el primer caso, se presentan los resultados de un estudio bibliométrico realizado a partir de bases de datos de alcance regional. Para el segundo, se proponen reseñas temáticas que destacan la dirección de la investigación sobre estilos en las cuatro áreas que poseen mayor desarrollo reciente: los entornos virtuales o a distancia, los estilos de enseñanza (docencia), el examen de intervenciones educativas y la discapacidad. AbstractThis paper is a theoretical analysis that explores the potential of educational stylistics, as a research field, from two points of view: 1) by means of the analysis of the presence of the concept of style as topic or problem of educational research in recent years in Latin -America and 2) by means of the identification of the main research thresholds, related to the concept of style, which have the most future potential in the region. In the first case, a bibliometric analysis, based on regional research data bases, is presented. In the second case, thematic reviews are done on the four main fields of research about styles: virtual or distance education, teaching, educational programs testing and discapacity. ResumoO artigo é uma revisão teórica que explora o potencial da estilística educativa, como área de pesquisa desde duas perspectivas: 1) com a análise da presença do conceito de estilo como tópico ou problema de pesquisa educativa nos últimos anos no âmbito latino-americano, e 2) por meio da identificação das linhas de pesquisa relacionadas com o conceito de estilo que têm maior projeção futura na região. No primeiro caso, apresentam-se os resultados de um estudo bibliométri-co feito a partir de bases de dados de alcance regional. Para o segundo, propõem-se resenhas temáticas que destacam a direção da pesquisa sobre estilos nas quatro áreas que têm maior desenvolvimento recente: os entornos virtuais, os estilos de ensino, o exame de intervenções educativas e a deficiência.

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“…Research on promoting self-regulation online has been conducted during the last decade. Williams and Hellman (2004) assert that extending research on self-regulation into the area of online learning is reasonable and that online instruction allows more learner choice. Zimmerman (2008, p. 172) notes that hypermedia learning environments have great potential for improving learning, but they require personal initiative and skill.…”

Section: The Quest For Mastering One's Own Learningmentioning

confidence: 99%

“…The possibility to choose poses a dropout risk and a positive challenge for students. According to Williams and Hellman (2004), asynchronous online instruction allows choices that traditional instruction does not offer. This is an important reason for why learning self-regulation can be critical to academic success in online courses (Williams & Hellman, 2004, p. 73-74).…”

Section: The Rationale Of This Studymentioning

confidence: 99%

Own Pace, Own Space, Own Face, Human, and Tool Support: Mediators in Web-Based Self-Regulation Learning

Latva-Karjanmaa

2015

J Cogn Educ Psych

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The focus of the study is to identify how mediation supports a web-based course on self-regulation. In the context of education, mediation can be defined as a supporter or promoter of learning. Mediation selects, interprets, and amplifies objects for human learners. The study creates an integrated view of mediators as learning promoters based on Vygotsky's (1978) and Feuerstein's theories (1990 for studying mediators in web-based learning. This study presents an integrated definition of mediators which focuses on the task, quality and types of mediators and suggests the following: (1) mediators are learning promoters who trigger, support, and amplify learning; (2) learning requires high-quality mediators, and the quality of mediation is ensured by mediated learning experiences; and (3) mediators can be social/human mediators or tool/symbolic mediators. This integrated view is then evaluated based on the empirical research results.The study analyzes an asynchronous web-based learning environment (IQ Form) from the perspective of mediation; this learning environment was designed for the Finnish Virtual University (FVU). The research setting involves students from the Karelia University of Applied Sciences. The IQ Form environment aims to help students take charge of their own learning process, i.e., develop their self-regulative strategies and skills. The IQ Learn section of IQ Form includes tests, a tutorial with assignments, and a diary to develop students' learning skills and strategies.The research focuses on mediators that support learning self-regulation by analyzing students' experiences of learning support on a web-based course for learning self-regulation. The methodological approach used, on a philosophical level, qualitatively relies on phenomenology, while at the methodological level, the approach relies on the qualitative research tradition. The study includes two pre-studies and one actual research phase. The main source of data was 14 interviews of first-year students in a Business Information Technology degree program. In addition, 12 students were included in the two pre-studies. The interview data were also supported by the students' 56 diary texts, which were comprised of written assignments sent to their online teacher and background information collected from the students. The data analysis developed into a triangulation between qualitative clustering, a structured empirical phenomenological analysis, and a narrative analysis. The phenomenological analysis was decisive for finding the mediators.The research results suggest five kinds of mediators in this web-based selfregulation setting. The phenomenological analysis made it possible to discover the mediators supporting or triggering students' learning processes. The mediators found were the following: own pace, own space, own face, human and tool.The mediators own pace, space and face were born situationally due to the special circumstances of web-based learning; they were not pre-designed or arranged as were the human and tool mediat...

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Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students

Cited by 82 publications

References 29 publications

Validation of the self-regulated online learning questionnaire

Validation of the self-regulated online learning questionnaire

Estilística educativa

Own Pace, Own Space, Own Face, Human, and Tool Support: Mediators in Web-Based Self-Regulation Learning

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