Self-Regulation in Web-Based Courses: A Review and the Need for Research

Charles B. Hodges

Quarterly Review of Distance Education Vol. 6, No. 4 (2005) pp. 375–383

The purpose of this article is to investigate the construct of academic self-regulation in Web-based learning environments. Self-regulation will be discussed in general using social cognitive theory as the framework of the discussion. The article...

Lessons Learned from a First Instructional Design Experience

Charles B. Hodges

International Journal of Instructional Media Vol. 33, No. 4 (2006) pp. 397–403

This case study presents the experience of an instructional designer working on an instructional development project for the first time. The project team was creating online course materials for a college level business calculus course. Project...

Designing to Motivate: Motivational Techniques to Incorporate in E-Learning Experiences

Charles B. Hodges

Journal of Interactive Online Learning Vol. 2, No. 3

This paper addresses the construct of motivation as it relates to learning. Questions that will be discussed are (a) What is motivation, (b), how can motivation be incorporated in the instructional design process, and finally, (c) what motivational...

Self-efficacy, motivational email, and achievement in an asynchronous mathematics course

Charles B. Hodges

Self-efficacy, @?motivational email, and achievement in an asynchronous@mathematics @?course (2005) pp. 1–152

This study investigated the effects of motivational email messages on learner self-efficacy and achievement in an asynchronous college algebra and trigonometry course. A pretest-posttest control group design was used. Of the 196 initial participants ...

Email, Self-Regulation, Self-Efficacy, and Achievement in a College Online Mathematics Course

Charles B. Hodges; Chanmin Kim

Journal of Educational Computing Research Vol. 43, No. 2 (2010) pp. 207–223

The purpose of this study was to: (a) investigate the effects of email to enhance learners' use of self-regulation strategies; (b) examine different effects between email list and individually addressed notes on the enhancement of self-regulation; ...

Improving College Students' Attitudes toward Mathematics

Charles B. Hodges; ChanMin Kim

TechTrends: Linking Research and Practice to Improve Learning Vol. 57, No. 4 (May 2013) pp. 59–66

This study was conducted to investigate the effectiveness of a treatment designed to improve college algebra students' attitudes toward mathematics. Keller's ARCS motivational design model was used as a guiding framework for the development of a...

Effects of an Emotion Control Treatment on Academic Emotions, Motivation and Achievement in an Online Mathematics Course

ChanMin Kim; Charles B. Hodges

Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 1 (January 2012) pp. 173–192

We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of...

Preservice Teachers' Views of Instructor Presence in Online Courses

Charles B. Hodges; S Forrest Cowan

Journal of Digital Learning in Teacher Education Vol. 28, No. 4 (2012) pp. 139–145

The researchers conducted this study to investigate undergraduate preservice teacher candidates' perceptions regarding variables related to instructor presence in online courses. Participants included 52 undergraduate education students enrolled in...

Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design

Jennifer M. Brill; Charles B. Hodges

International Journal of Teaching and Learning in Higher Education Vol. 23, No. 1 (2011) pp. 114–118

Peer review has been advocated for as an intentional strategy to support the knowledge and skill attainment of adult learners preparing for professional practice, including those students preparing for instructional design and technology practice....

Self-Efficacy, Self-Regulation, and Cognitive Style as Predictors of Achievement with Podcast Instruction

Charles B. Hodges; Christene L. Stackpole-Hodges; Kenneth M. Cox

Journal of Educational Computing Research Vol. 38, No. 2 (2008) pp. 139–153

The purpose of this study was to investigate possible factors that may affect academic achievement when instruction is delivered via podcast. Seventeen female Communication Sciences and Disorders students participated in this exploratory study...

Communicating Mathematics on the Internet: Synchronous and Asynchronous Tools

Charles B. Hodges; Gail M. Hunger

TechTrends: Linking Research and Practice to Improve Learning Vol. 55, No. 5 (September 2011) pp. 39–44

Communicating and collaborating online are becoming common requirements in education. The specialized notations and symbols necessary for some content areas where mathematical expressions are part of the conversation require that users select...

Technologies on the Horizon: Teachers Respond to the Horizon Report

Charles B. Hodges; Alyssa H. Prater

TechTrends: Linking Research and Practice to Improve Learning Vol. 58, No. 3 (May 2014) pp. 71–77

The purpose of this study was to investigate teachers' beliefs regarding the integration of technologies from the 2011 K-12 edition of the "Horizon Report" into their local, public school contexts. Teachers read the "Horizon...

Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course

Charles B. Hodges; Pamela F. Murphy

Internet and Higher Education Vol. 12, No. 2 (June 2009) pp. 93–97

The purpose of this study was to explore the influence of the four traditionally hypothesized sources of self-efficacy on learners' self-efficacy beliefs regarding learning mathematics in an asynchronous environment. The context of the study was a...

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