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Searching for new meanings of self-regulated learning in e-Learning environments
PROCEEDINGS

, Sejong University

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study examined the relations of self-regulation, self-efficacy and e-learning strategies in the e-learning environment. The participants were randomly selected 77 adult learners who were enrolled in one of the Korea's Digital Distance Universities. The result showed that ®time management' was the most significant predictor on academic achievement; only e-learning strategies significantly predicted academic achievement. In addition, the result indicated that the traditional framework of self-regulation and self-efficacy should not comprehensively deal with e-learning strategies. In summary, the current research results implies that there would be limitations in supporting self-regulation in e-learning environment if we rely on solely the models and schemes based on F2F environment such as Zimmerman & Martinez-pons' and Pintrich & DeGroot's.

Citation

Lee, I. (2004). Searching for new meanings of self-regulated learning in e-Learning environments. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3929-3934). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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