Implementing a self-regulated WebQuest learning system for Chinese elementary schools

Hsiao, Hsien Sheng; Tsai, Chung Chieh; Lin, Chien Yu; Lin, Chih Cheng

doi:10.14742/ajet.876

Cited by 16 publications

(12 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The relationship between two scales has been proved according to the aforementioned literature, such as selfregulated learning predicting AWCL (Hsiao, Tsai, Lin, & Lin, 2012) and job characteristics predicting AWCL (Chiu et al, 2013). However, little research has been conducted on the relationship between and among the three.…”

Section: Discussionmentioning

confidence: 99%

The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

Lin

Liang²,

Tsai³

et al. 2018

AJET

View full text Add to dashboard Cite

With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.'s (1998) job demand-control-support model and the self-regulated learning with web-based continuing learning; exploratory factor analyses indicate their adequate reliability and validity. A sample of 203 employees of an airline company completed three questionnaires. The path analysis reveals that job demands did not have any significant correlation with any other variables. However, job control, social support and self-regulated learning constituted significant predictors of attitudes towards web-based continuing learning. Furthermore, self-regulated learning mediated job characteristics and attitudes. In conclusion, this is one of the few studies to consider perceptions of both personal online learning (i.e., self-regulated learning and attitudes towards web-based continuing learning) and work-related variables (i.e., job characteristics). The study advances interdisciplinary perspectives on education, information and communications technology and psychology, which has implications for continuing adult education and successful implementation of online workplace learning.

show abstract

Section: Discussionmentioning

confidence: 99%

The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

Lin

Liang²,

Tsai³

et al. 2018

AJET

View full text Add to dashboard Cite

show abstract

“…The WQBT tools used in the first, second and the last application were chosen as "Famous Landmarks in Turkey", "Food Produced in Turkey" and "Ancient Sites in Turkey" respectively. In addition, we made use of the lesson plans devised by other researchers (Chang, Chen & Hsu, 2011;Hsiao et al, 2012;Hwang & Kuo, 2011;VanFossen, 2004;Zheng, Perez, Williamson & Flygare, 2007) and other studies conducted so far in the design of the WQBT tools (VanFossen, 2004). We designed WQBT tools in light of all these studies.…”

Section: Planningmentioning

confidence: 99%

“…As there are too many resources on the internet, students aimlessly waste their time there (Hsiao, Tsai, Lin & Lin, 2012). According to Hwang and Kuo (2011), the behaviour elementary school students show while searching for information results from their lack of knowledge.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The development of metacognitive awareness of reading strategies through WebQuest based teaching

Ulu

Ulusoy

2019

Pegegog

View full text Add to dashboard Cite

This research was conducted to determine the effect of WebQuest-based teaching on reading strategies metacognitive awareness and was planned as an action research. The research’s study group consisted of 24 fourth grade students in a primary school situated in a district of Afyonkarahisar during the second term of 2015-2016 school year. In the research, the students attended three exercises in WebQuest-based teaching as a group, pairs and individually during the 55 course hours period. As data collection tools, reading strategies metacognitive awareness inventory, observation, interview and diary were used. Descriptive statistics and t test were used for the analysis of relevant samples. According to findings acquired from research’s quantitive data, it was confirmed that there was a significant rise in student’s posttest grades in regard to pretest grades of their reading strategies metacognitive awareness problem solving strategy and supporting levels of reading strategies. Besides, it was reached that there was no significant difference but there was a rise between pretest and posttest grades of the level of global reading strategy. It was observed that students using reading comprehension strategies were more successful in practice and use time more efficiently.

show abstract

“…Sebanyak 193 pelajar bahasa kelas enam berpartisipasi dalam penelitian ini, dan data terdiri dari skor pretest dan postest dari para peserta. Studi ini menyimpulkan bahwa mengintegrasikan fungsi-fungsi self regulated learning ke dalam instruksi bahasa berbasis WebQuest dapat meningkatkan perilaku self regulated learning dalam pembelajaran bahasa (Hsiao, Tsai, Lin, & Lin, 2012). b. Aysel Sahin Kizil & Zehra Savran mengadopsi self regulated learning sebagai kerangka teoritis untuk mengkaji penggunaan teknologi oleh siswa untuk tujuan pembelajaran bahasa.…”

Section: Self Regulationunclassified

Menumbuhkan Motivasi Belajar Dari Aspek Value, Expectancy dan Self Regulated Learning

Tahmidatien¹,

Krismanto

2019

Publikan

View full text Add to dashboard Cite

ABSTRAKKajian ini bertujuan untuk mengulas tentang: 1) bagaimanakah aspek Value, Expectancy dan Self Regulation pada konsep motivasi?, 2) bagaimana strategi menumbuhkan Value dan Expectancy positif serta kemampuan Self Regulated Learning pada siswa?. Metode yang digunakan adalah studi pustaka dari berbagai buku dan jurnal ilmiah. Membahas tentang motivasi, maka ada dua konsep yang penting yaitu value dan ekspektasi, yang kemudian oleh Eccles dan Wigfild diistilahkan dengan Expectancy-Value Model. Value yaitu nilai subyektif terhadap tujuan yang ingin dicapai, dengan kata lain value mengacu pada sejauh mana seseorang peduli atau menghargai tugas yang ada. Dengan demikian seberapa keras siswa belajar akan dipengaruhi oleh value yang mereka miliki atas tujuan yang telah mereka tetapkan. Agar termotivasi dalam mengejar tujuan belajar, siswa juga harus memegang harapan terhadap hasil belajar yang positif (Expectancy), yaitu harapan untuk keberhasilan mencapai tujuan. Ekspektasi atau harapan dapat memberikan pengaruh yang kuat pada motivasi siswa. Seberapa keras siswa belajar sangat bergantung pada seberapa besar harapan yang ingin mereka capai. Harapan terhadap hasil juga mencerminkan keyakinan bahwa tindakan spesifik yang dilakukannya akan membawa hasil yang diinginkan. Harapan positif akan terhubung/terkait dengan perilaku siswa dan berujung pada hasil positif yang diinginkan. Lingkungan belajar yang dekat dengan penggunaan teknologi (digital) juga menuntut keterlibatan diri karena minimnya bimbingan dan dukungan terstruktur dan intensif sepanjang proses pembelajaran berlangsung. Untuk mendorong pembelajaran yang efektif pada lingkungan seperti itu, siswa harus dilatih dalam menguasai strategi self regulation. Secara umum, self regulation dapat menjelaskan proses pembelajaran siswa dan keberhasilan mereka di kelas. Ketika siswa termotivasi untuk belajar, mereka cenderung lebih menginvestasikan waktu dan energi yang diperlukan untuk belajar dan menerapkan keterampilan self regulation yang sesuai. Maka menjadi tantangan bagi para pendidik saat ini untuk menumbuhkan value dan Expectancy yang positif pada siswa serta meningkatkan kemampuan self regulated learning mereka agar termotivasi mencapai tujuan belajar yang dinginkan. Kata kunci: Expectancy-Value Model; self regulated learning; menumbuhkan motivasi PENDAHULUANGenerasi digital native sangat dekat dengan lingkungan belajar berteknologi yang memungkinkan mereka bisa belajar kapanpun, dimanapun dengan berbagai media dan sumber belajar. Hal ini difasilitasi oleh berbagai piranti teknologi yang dimanfaatkan untuk belajar. Kondisi tersebut memberikan kesempatan bagi generasi digital native untuk belajar lebih cepat, lebih luas dan mendalam. Namun demikian mereka juga dihadapkan pada tantangan penguasaan strategi belajar yang berbeda dengan generasi sebelumnya, sebab kontrol belajar berangsur-angsur berpindah dari kontrol pendidik kepada diri mereka sendiri. Hal ini menyebabkan pula proses belajar yang mereka ikuti sangat menuntut keterlibatan diri yang tinggi. Selain i...

show abstract

Implementing a self-regulated WebQuest learning system for Chinese elementary schools

Cited by 16 publications

References 15 publications

The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

The development of metacognitive awareness of reading strategies through WebQuest based teaching

Menumbuhkan Motivasi Belajar Dari Aspek Value, Expectancy dan Self Regulated Learning

Contact Info

Product

Resources

About