Measuring self-regulation in online and blended learning environments

By Lucy Barnard, William Y. Lan, Yen M. To, Valerie Osland Paton, S. Lai. Internet and Higher Education, 2009

854 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e06eacdb38c49025bc8541769a67bd4ed33a1588

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Bram De Wever
2. Michiel Voet
3. Ruth Boelens
4. Wei Wang
5. Azlina Mohd Kosnin
6. Ju Zhan

In Education

1. Waleed Mugahed Al-Rahmi
2. Bram De Wever
3. Michiel Voet
4. Ruth Boelens
5. Wei Wang
6. Azlina Mohd Kosnin
7. Ju Zhan

In Sociology and Political Science

1. Waleed Mugahed Al-Rahmi
2. Bram De Wever
3. Michiel Voet

Citations in the corpus

• The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, background): “In the online English learning context, goal setting means developing an action plan specially designed to navigate online English learning towards a clear goal [20]; environment structuring means finding a suitable location for learning English online, such as learning commons in the library [22]; ”
• Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, neutral): “With reference to the theories of self-regulation in educational psychology (Barnard et al., 2009; Zimmerman & Schunk, 2011), the instrument was developed to measure EFL learners’ abilities to self-regulate and monitor their learning in online settings.”
• Four key challenges to the design of blended learning: A systematic literature review (2017, background): “may often find that learners do not yet possess the self-regulation and self-direction skills that are usually associated with a high degree of learner control and autonomy (Barnard et al., 2009; Van Laer & Elen, 2016), such as determining the learning goals, gathering the required information, and ”
• Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction (2020, background): “…Law, 2011), student collaborations, and, student interactions items adapted from (Bolliger & Inan, 2012), student autonomy, five items adapted from (Barnard et al., 2009; Pintrich, Smith, Garcia, & McKeachie, 1991), student satisfaction, six items adapted from (The blended learning impact…”