Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning

Abstract

The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students' self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.

Disposición al estudio, autoeficacia y atribuciones causales en estudiantes universitarios chilenos

“…Respecto de las creencias, las atribuciones causales en la autorregulación del estudio se entiende como el conjunto de creencias y causas que se perciben como responsables de la autorregulación del estudio, permiten dar cuenta de las representaciones que hacen los sujetos respecto del esfuerzo emprendido y del resultado alcanzado en una tarea, estableciendo una relación causal entre ambos (A. Fernández, Arnaiz, Mejía, & Barca, 2015); y la autoeficacia para la disposición al estudio se define como las creencias sobre la propia capacidad en la utilización de estrategias de estudio en un dominio específico (Bandura, 2012;Wang, Shannon, & Ross, 2013). encontrado un estudio que relacione cada una de las estrategias y creencias de la fase de disposición al estudio entre ellas en estudiantes universitarios.…”

Research in Perceptions and Models for Distance Learning in Computer Science and Information Systems in South Africa

“…Students who are involved in distance learning do not have to attend classes and do not have the opportunity to experience interaction between themselves, lecturers and other students. Distance learners are responsible for their own learning experience; the students decide when, where and how much time is spent on getting through the study material [17]. Research on the student's view of teaching tends to be more focused on how the student regards the use of technology, that is whether the background and computer literacy of the student has an impact on the paradigm created by technology [15], [18], and [19].…”

A Cross-cultural Comparison on Students’ Perceptions towards Online Learning

“…Recent studies focused on students' course satisfaction (Lee et al, 2011), learning outcome (Horzum et al, 2014;Joo et al, 2015;Lee et al, 2011;Wang et al, 2013;You, 2016), motivation (Barak et al, 2016;Chen & Jang, 2010;de Barba et al, 2016;Joo et al, 2015;Kim et al, 2015), engagement (Barak et al, 2016;Kim et al, 2015), instructional design (Joo et al, 2015), gender differences (Ashong & Commander, 2012;Cheng et al, 2012;Kupczynski et al, 2014) and social interaction (Eryilmaz et al, 2013;Joksimović et al, 2015;Xie et al, 2013). Loizzo and Ertmer (2016) mentioned understanding the specific perceptions and experiences of online learners from different countries are important research areas.…”