The Effects of Combined Training of Web-Based Problem-Based Learning and Self-Regulated Learning

Abstract

This study explored, via quasi-experiments, the effects of the combined training in web-based problem-based learning (PBL) and self-regulated learning (SRL) on low achieving students’ skill development. Two classes of 76 undergraduates in a one-semester course titled ‘Web Page Programming and Website Planning’ were chosen for this study. Results were generally positive, showing enhanced skills of website planning and higher levels of involvement. This study provided an illustration of a promising course design and its associated implementations in the specific context of low achieving students, for which there is lack of research in the current literature.

The Academic Procrastination in Junior High School Students’ Mathematics Learning: A Qualitative Study

“…The internal ones are: (1) personality-related which includes negative self-image, avoidance, and perfectionism (Zeenath & Orcullo, 2012;Patrzek, Grunschel, & Fries, 2012;Procee, Kamphorst, Wissen, & John-Jules, 2013;Pychyl, Coplan, & Reid, 2002;Saleem & Rafique, 2012), (2) competence-related which covers lack of knowledge, regulation of low self-esteem, and lack of study skills, (3) affective which refers to anxiety, frustration, boredom, feelings of anxiety, shame, and guilt (Deniz, Traz, & Aydogen, 2009;Haghbin, Mccaffrey, & Phychyl, 2012;Vahedi, Farrokhi, Gahramani, & Issazadegan, 2012;Haycock, McCarthy, & Skay, 1998), (4) cognitive which concerns on fear, lack of internal motivation, and failure of self-regulation (Park & Sperling, 2012;Asri, 2015), (5) learning history which consists of behavioral learning and negative learning experience, (6) physical and mental health, (7) perception of the characteristics of academic assignments viewing the task as an enemy, or as difficulty, or otherwise it is perceived as important to work with (Procee et al, 2013), (8) lack of the scale of priorities, (9) poor time management skills, and (10) the selection of coping strategies used (Procee et al, 2013;Asikhia, 2010;Tsai, Shen, & Lee, 2011;Seperiah & Lotf, 2011). While the external ones cover school-related matters such as the quality of teachers, peer influences, and external conditions of the school (Zeenath & Orcullo, 2012;Patrzek et al, 2012) and the style of parenting (Pychyl et al, 2002;Zakeri, Esfahani, & Razmjoee, 2013;Vahedi & Mortazanajad 2009;Milgram & Toubiana, 1999).…”