پیوندهای مفید
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 1,089 |
| تعداد مقالات | 9,995 |
| تعداد مشاهده مقاله | 26,229,070 |
| تعداد دریافت فایل اصل مقاله | 7,245,064 |
Validity Evidence for a Persian Version of the Online Self-Regulated Learning Questionnaire | ||
| Interdisciplinary Journal of Virtual Learning in Medical Sciences | ||
| مقاله 2، دوره 11، شماره 1، خرداد 2020، صفحه 13-24 اصل مقاله (1019.25 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/ijvlms.2020.84802.1017 | ||
| نویسندگان | ||
| Abbas Taghizade* 1؛ Esmail Azimi1؛ Reza Mirzaee2 | ||
| 1Department of Education, Tarbiat Modares University, Tehran, Iran | ||
| 2Department of Educational Technology, Kharazmi University, Tehran, Iran | ||
| چکیده | ||
| Background: Due to the importance of self-regulated learning in distance education (especially online learning environments), researchers are constantly looking for a suitable instrument to evaluate it more accurately. The purpose of this study was to investigate validity and reliability of the Barnard’s et al (2009) Online Self-Regulated Learning Questionnaire in Iranian context. Methods: The study was a descriptive survey that implemented a correlational research design. The population of this study were all postgraduate students enrolled in the online courses at universities located in Tehran in the academic year 2017-2018. A sample of 450 students were selected by Cluster random sampling and responded to the Barnard et al (2009) Online Self-Regulated Learning Questionnaire, of which, 418 questionnaires could be analyzed. Results: The findings showed that the questionnaire had acceptable formal and content validities. The results of exploratory factor analysis by the principal components method, confirmed six factors named goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation. These six factors account for 56.78 % of the overall variance. To determine the factor validity, a confirmatory factor analysis was used, and the results showed that the model appropriately fit to data. All of the tests confirmed the model. (Χ2/df=1.930<3, RMSEA=0.064, GFI=0.94, NFI=0.92, CFI=0.94). The results of this study showed that Cronbach’s alpha coefficient ranged from 0.84 to 0.94 and Intraclass correlation coefficient and Pearson correlation coefficient of test-retest were 0.77 and 0.78, respectively. Conclusion: The instrument appears to be appropriate for assessing self-regulated online learning among Iranian students for research or intervention purposes. | ||
| کلیدواژه‌ها | ||
| Online Learning Environments؛ Self-Regulated Learning؛ Validity؛ Reliability | ||
| مراجع | ||
|
Allen IE, Seaman J. Grade change: Tracking online education in the United States; 2013. Vol. 3, Babson Survey Research Group and Quaho; LLC. 2014.
Ku D, Chang C. The effect of academic discipline and gender difference on Taiwanese college students' learning styles and strategies in web-based learning environments.Turkish Online Journal of Educational Technology,2011;10(3):265–272.
Wang C, Shannon D, Ross M. Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education. 2013;34(3):302-323.
Serdyukov P, Hill R. Flying with clipped wings: are students independent in online college classes? Journal of Research in Innovative Teaching.2013; 6(1):54–67.
Hu H, Driscoll MP. Self-Regulation in e-Learning Environments: A Remedy for Community College? Journal of Educational Technology & Society. 2013;16(4),171–184.
Zimmerman B, Schunk D. Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). New York, NY: Routledge; 2011.
Cho M, Kim B. Students' self-regulation for interaction with others in online learning environments. The Internet and Higher Education. 2013;17:69-75.
Zimmerman B. Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulationof learning and performance (pp. 49–64). New York, NY: Routledge; 2011.
Wandler J, Imbriale W. Promoting College Student Self-Regulation in Online Learning Environments. Online Learning. 2017;21(2).
Ally M. Foundations of Educational Theory for Online Learning. In: Anderson TA, Elloumi &F., editors. Theory and practice of online learning. Edmonton, Canada: Athabasca University; 2004. p. 343–65.
Pintrich, P. R., Smith, D., Garcia, T., & McKeachie WJ. A manual for the use of the Motivated Strategies for Learning Questionnaire. Michigan: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan.; 1991.
Schraw G, Dennison R. Assessing Metacognitive Awareness. Contemporary Educational Psychology. 1994;19(4):460-475.
Warr P, Downing J. Learning strategies, learning anxiety and knowledge acquisition. British Journal of Psychology. 2000;91(3):311-333.
Cho M, Summers J. Factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in asynchronous online learning environments (AOLE). Journal of Interactive Learning Research.2012;32(1):5–28.
Barnard L, Lan WY, To YM, Paton VO, Lai SL. Measuring self-regulation in online and blended learning environments. The Internet and Higher Education. 2009;12(1):1–6. https://doi:10.1016/j.iheduc.2008.10.005
Jamieson-Noel D, Winne PH. Exploring students’ calibration of self reports about study tactics and achievement. Contemporary Educational Psychology. 2002;27(4):551–72.
Barnard-Brak L, Lan WY, Paton VO. Profiles in self-regulated learning in the online learning environment. Int Rev Res Open Distance Learn. 2010;11(1):61–80. https://doi.org/10.19173/irrodl.v11i1.769
Korkmaz O. ADAPTING ONLINE SELF-REGULATED LEARNING SCALE INTO Turkish. Turkish Online Journal of Distance Education. 2012; 13(1):52-67
Chumbley S, Haynes JC, Hainline M, Sorensen T. A Measure of Self-Regulated Learning in Online Agriculture Courses. Journal of Agricultural Education. 2018;59(1):153–70. https://doi.org/10.5032/jae.2018.01153
Fung JJY, Yuen M, Yuen AHK. Validity Evidence for a Chinese Version of the Online Self-Regulated Learning Questionnaire With Average Students and Mathematically Talented Students. Measurement and Evaluation in Counseling and Development. 2018 Apr 3;51(2):111–24. https://doi.org/10.1080/07481756.2017.1358056
Cho M, Heron M. Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education. 2015;36(1):80-99.
Yusuf M. The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia - Social and Behavioral Sciences. 2011;15:2623-2626.
Broadbent J. Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education. 2017;33:24-32.
Cho M, Kim Y, Choi D. The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education. 2017;34:10-17.
Vaculíková J. Measuring self-regulated learning and online learning events to predict student academic performance. Studia paedagogica. 2018;(4):[91]-118.
Jones E, Kay M. Instrumentation in Cross-Cultural Research. Nursing Research. 1992;41(3):186-188. | ||
|
آمار تعداد مشاهده مقاله: 884 تعداد دریافت فایل اصل مقاله: 1,090 |
||