You are here:

Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement
ARTICLE

, Baylor University ; , , Texas Tech University

IRRODL Volume 9, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press

Full Text

Abstract

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

Citation

Barnard, L., Paton, V. & Lan, W. (2008). Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement. The International Review of Research in Open and Distributed Learning, 9(2),. Athabasca University Press. Retrieved February 28, 2021 from .

Keywords

References

View References & Citations Map
  1. Allen, I.E., & Seaman, J. (2006). Making the grade: Online education in the United States, 2006. Needham, MA.: Sloan-C.
  2. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive. Englewood Cliffs, NJ.: Prentice Hall.
  4. Barnard, L., Paton, V.O., & Rose, K. (2007). Perceptions of online course communications and collaboration. Online Journal of Distance Learning Administration, 10(4). Http://www.westga.edu/~distance/ojdla/winter104/barnard104.html
  5. Bollen, K.A. (1989). Structural equations with latent variables. New York: John Wiley& Sons.
  6. Browne, M.W., & Cudek, R. (1993). Alternative ways of assessing models fit. In K.A. Bollen& J.S. Long (Eds.), Testing structural equation models. (pp. 136-162). Newbury Park, CA.:
  7. Fisher, M., & Baird, D.E. (2005). Online learning design that fosters student support, selfregulation, and retention. Campus-Wide Information Systems, 22(5), 88-107.
  8. Howland, J.L., & Moore, J.L. (2002). Student perceptions as distance learners in Internet-based courses. Distance Education, 23(2), 183-195.
  9. Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
  10. Joreskog, K.G. (1971). Simultaneous factor analysis in several populations. Psychometrika, 36, 409-426.
  11. King, F.B., Harner, M., & Brown, S.W. (2000). Self-regulatory behavior influences in distance learning. International Journal of Instructional Media, 27(2), 147-153.
  12. Lan, W.Y., Bremer, R., Stevens, T., & Mullen, G. (2004). Self-regulated learning in the online environment. Paper presented at the 2004 annual meeting American Educational Research Association, April 7-8, San Diego.
  13. Lee, J., & Gibson, C.C. (2003). Developing self-direction in an online course through computermediated interaction. The American Journal of Distance Education, 17(3), 173-187.
  14. Moore, M.G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). New York: Routledge.
  15. Moore, M.G. (1991). Distance education theory. The American Journal of Distance Education, 5(3), 1-6.
  16. Nunnally, J.C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
  17. Rose, K. (2006, May). Building Online Learner Communities: Survey Summary. Unpublished master's thesis, Texas Tech University, Lubbock, Texas.
  18. Schunk, D.H., & Zimmerman, B.J. (1998). Self-regulated learning: From teaching to selfreflective practice. New York: London.
  19. Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A selfregulatory perspective. Educational Psychologist, 33, 73-86.
  20. Zimmerman, B.J., & Schunk, D.H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ.: Lawrence Erlbaum Associates.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Links