What We have Learned About the Impact of Dyads on Students' Self-Regulation Skills PROCEEDING
Rasis Alanazi, University of Connecticut, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Previous research has been conducted to examine different instructional practices to help college student’ improve their self-regulation skills. Furthermore, the nature of online learning environments suggest that students need to take control of their learning to succeed. Therefore, self-regulation is much emphasized in online learning environments as a necessity compared to face-to-face courses. This study examined the impact of working in dyads (group of two) on students’ self-regulation skills. The Online Self-Regulated Learning Questionnaire was administered as a pre-test and post-test. Data were collected from 23 students enrolled in two online courses. In addition, one case study was conducted. The results revealed that there were no statistically significant difference between students pretest and posttest. Therefore, working in dyads did not have an impact on students’ self-regulation skills.
Alanazi, R. (2017). What We have Learned About the Impact of Dyads on Students' Self-Regulation Skills. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 118-121). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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