Investigation of the relationship between learning approaches and online self-regulation behaviour


Ekici M., COŞKUN H., YURDUGÜL H.

4th World Conference on Learning, Teaching and Educational Leadership (WCLTA), Barcelona, Spain, 27 - 29 October 2013, vol.141, pp.285-289 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 141
  • Doi Number: 10.1016/j.sbspro.2014.05.050
  • City: Barcelona
  • Country: Spain
  • Page Numbers: pp.285-289

Abstract

In this research, researchers aim to contribute to current literature on self-regulation by investigating the relationship between learning approaches and online self-regulation behaviour. In this study we use learning approaches as a predictor of online self-regulation skills. Sub factors of online self-regulation skills; environmental structuring, goal setting, time management, help seeking, task strategies, self-evaluation are dependent variables and sub factors of the learning approaches; deep approach, surface approach are independent variables. Research data collected from 303 college student who attended online distance courses of Usak University. Regression analysis showed that learning approaches are significant predictors of online self-regulation skills. (C) 2014 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).