Relationships Among Community College Developmental Reading Students' Self-regulated Learning, Internet Self-efficacy, Reading Ability and Achievement in Blended/hybrid and Traditional Classes PDF Download
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Author: Linda Marie Creason
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 270
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Book Description
Online distance learning is being used with an increasingly diverse student population. Johnson County Community College (JCCC) teaches Reading Skills Improvement (RDG-126) in three different learning contexts- 25/75 blended/hybrid, 50/50 blended/hybrid and traditional. Questionnaires were used to collect information about four self-regulated learning (SRL) variables. Portions of the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure task value and help-seeking strategies. Questions from the Self-Efficacy for Self-Regulated Leaning Scale (SESRL) were used to measure students' general organization and planning skills and typical study strategies. Internet self-efficacy (ISE) was measured using the Internet Self-efficacy Scale (ISES). Information about learning supports, reading ability (Nelson-Denny scores) and achievement was collected. All four SRL variables showed a weak to moderate significant correlations (p = .01) to each other. ISE showed a weak relationship with reading ability (r = .23,p= .01), general organization and planning (r = .17,p = .01), and typical study strategies (r = .23,p = .01). Achievement was correlated with general organization and planning (r = .33,p = .01). Controlling for reading ability, there were no significant differences among learning contexts in student perceptions of ISE and SRL, but there was a significant difference among groups in achievement, Welch's F (2, 59.52) = 7.55, p= .001. However, differences in achievement may be explained by differences in teachers for the three learning contexts. Because of the potential confounding effect of teacher on achievement these findings may not be meaningful The only significant predictor of achievement was general organization and planning, B = 10.378, ß = .376, p = .000. All six predictors accounted for 12.37 percent of the variance in achievement. General organization and planning and help seeking were perceived as both the most often provided and most helpful supports. Blended/hybrid courses providing SRL supports can be successfully used with developmental reading students. There may be a curvilinear relationship between student achievement and learning context. More research is needed to investigate what proportion of web-based v. traditional instruction is best for the unique needs for developmental students.
Author: Linda Marie Creason
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 270
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Book Description
Online distance learning is being used with an increasingly diverse student population. Johnson County Community College (JCCC) teaches Reading Skills Improvement (RDG-126) in three different learning contexts- 25/75 blended/hybrid, 50/50 blended/hybrid and traditional. Questionnaires were used to collect information about four self-regulated learning (SRL) variables. Portions of the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure task value and help-seeking strategies. Questions from the Self-Efficacy for Self-Regulated Leaning Scale (SESRL) were used to measure students' general organization and planning skills and typical study strategies. Internet self-efficacy (ISE) was measured using the Internet Self-efficacy Scale (ISES). Information about learning supports, reading ability (Nelson-Denny scores) and achievement was collected. All four SRL variables showed a weak to moderate significant correlations (p = .01) to each other. ISE showed a weak relationship with reading ability (r = .23,p= .01), general organization and planning (r = .17,p = .01), and typical study strategies (r = .23,p = .01). Achievement was correlated with general organization and planning (r = .33,p = .01). Controlling for reading ability, there were no significant differences among learning contexts in student perceptions of ISE and SRL, but there was a significant difference among groups in achievement, Welch's F (2, 59.52) = 7.55, p= .001. However, differences in achievement may be explained by differences in teachers for the three learning contexts. Because of the potential confounding effect of teacher on achievement these findings may not be meaningful The only significant predictor of achievement was general organization and planning, B = 10.378, ß = .376, p = .000. All six predictors accounted for 12.37 percent of the variance in achievement. General organization and planning and help seeking were perceived as both the most often provided and most helpful supports. Blended/hybrid courses providing SRL supports can be successfully used with developmental reading students. There may be a curvilinear relationship between student achievement and learning context. More research is needed to investigate what proportion of web-based v. traditional instruction is best for the unique needs for developmental students.
Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333
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Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 532
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Book Description
Author: Paula B. Doherty
Publisher: Universal-Publishers
ISBN: 1581121067
Category : Education
Languages : en
Pages : 238
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Book Description
Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
Author: Cynthia Kiefer
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 121
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Book Description
This mixed methods study examines 126 community college students enrolled in developmental reading courses at a mid-sized Southwestern community college. These students participated in a survey-based study regarding their reading experiences and practices, social influence upon those practices, reading sponsorship, and reading self-efficacy. The survey featured 33 structured response prompts and six free response prompts, allowing for both quantitative and qualitative analysis. The study's results reflected the diverse reading interests and practices of developmental college students, revealing four main themes: -the diversity and complexity of their reading practices; -the diversity in reading genre preferences; -the strong influence of family members and teachers as reading sponsors in the past with that influence shifting to friends and college professors in the present; and, -the possible connection between self-efficacy and social engagement with reading. Findings from this study suggest these college students, often depicted as underprepared or developmental readers, are engaging in diverse and sophisticated reading practices and perceive reading as a means to achieve their success-oriented goals and to learn about the real world. This study adds to the limited field of community college literacy research, provides a more nuanced view of what it means to be an underprepared college reader, and points to ways community college educators can better support their students by acknowledging and building upon their socio-culturally influenced literacy practices. At the same time, educators can advantage students academically in terms of building their cultural capital with overt inculcation into disciplinary literacies and related repertoires of practice. Keywords: college students, reading, sponsorship, multimodal reading practices, developmental education, social networking, and literacy.
Author: Glick, Danny
Publisher: IGI Global
ISBN: 1668465019
Category : Education
Languages : en
Pages : 405
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Book Description
Students who self-regulate are more likely to improve their academic performance, find value in their learning process, and continue to be effective lifelong learners. However, online students often struggle to self-regulate, which may contribute to lower academic performance. Likewise, less experienced online teachers who are in the process of implementing—or have implemented—a shift from in-person to distance learning may struggle to enable their students to employ effective self-regulation techniques. Supporting Self-Regulated Learning and Student Success in Online Courses examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of self-regulated learning models and interventions in online courses and discusses their implications. Covering key topics such as online course design, student retention, and learning support, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.
Author: Barry J. Zimmerman
Publisher: Routledge
ISBN: 1135659141
Category : Education
Languages : en
Pages : 316
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Book Description
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
Author: Alisa Michelle Fallon
Publisher:
ISBN:
Category :
Languages : en
Pages : 246
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Book Description
Author: Anthony R. Artino
Publisher:
ISBN:
Category :
Languages : en
Pages : 324
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Book Description
Author: Felecia Rena Edwards
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 121
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Book Description
The convenience of online programs has revolutionized education to make it available for more people interested in seeking to further their education. Students enrolling into various online, higher education programs have different aptitudes and factors that play a role in their experiences and successful completion of the program. The study aims to determine relationships between factors that may influence the students’ attitudes towards online programs. The factors include reading self-efficacy, ethnicity, and the age of the college students. The present study examines these relationships between self-reported self-efficacy, ethnicity, and age, as related to attitudes toward online learning. The participants consisted of 295 post-secondary students enrolled in online courses. Multiple regression analysis was used to analyze the data and determine which variables had the greatest amount of impact on the students’ attitudes toward online learning. The analysis of the data found a significant relationship between reading self-efficacy and a student’s attitude toward online learning. No statistically significant evidence was found for the relationships between age and ethnicity
