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The use of self-regulation strategies in an online learning environment and the relationship between learning outcomes: A Teaching Approach
PROCEEDINGS

, , Texas Tech University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study was intended to present a practical teaching method applied in an online undergraduate course in order to increase learning outcomes (achievement and self-regulation) by embedding some of the self-regulation strategies into the course. Throughout the semester, the instructor sent weekly e-mails to 64 students’ school email addresses and also weekly announcements were posted on the course website. Both weekly emails and announcements included the assignments information, goals of the week with the specific deadlines, and suggested self-regulation strategies. At the end of the semester, two open-ended questions were asked to students to get their perceptions about the weekly e-mail and announcement reminders. The majority of the students found weekly e-mail reminders very helpful for them to be successful and satisfied in the course however a small number of students noted that weekly announcements were unnecessary as announcements and emails were identical to each other.

Citation

Kurucay, M. & Inan, F.A. (2013). The use of self-regulation strategies in an online learning environment and the relationship between learning outcomes: A Teaching Approach. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 677-681). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2019 from .