Exploring Self-Regulated Learning in e-Learning Environments

1. Searching for New Meanings of Self-regulated Learning in e-Learning Environments Presenter: Jenny Tseng Professor: Ming-Puu Chen Date: November 20, 2007 Lee, I. (2004). Searching for new meanings of self-regulated learning in e-Learning environments. In L. Cantoni & C. McLoughlin (Eds.), In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 3929-3934). Chesapeake, VA: AACE.

2. Introduction • Most research on e-Learning simply applies and presupposes the same learning strategies identified and discussed in the traditional face-to-face learning environment • Study Goal • Examining self-regulated learning strategies, self-efficacy, and e-learning strategies within the e-learning environment • Study Questions • How are the self-regulated learning strategies, self-efficacy, and e-learning strategies related to student academic achievement within the e-learning environment? • What are the relations among self-regulated learning strategies, self-efficacy, and e-learning strategies?

3. Theoretical Background • E-Learning is learner-centered, require learners— • to make decisions by themselves throughout the learning process • to have a high level of self-regulated learning abilities • Learning strategies • help learners to guide their own learning process and make appropriate decisions independently • enhance learners’ motivation and self-esteem • Time management • resource management • self-management • can deeply influence learning ability • effective use of learning time is the product of learning strategies

4. Methods and Procedures • Participants • 77 adult learners who were enrolled in one of the Korea's Digital Distance Universities • Varied in terms of the school years, majors, ages, and genders • Three questionnaire • Self-regulated learning strategies by Zimmerman and Martinez-Pons • self-evaluating; organizing & transforming; goal setting & planning; seeking information; environment structuring; self-consequencing; rehearsing & memorizing; seeking assistance, and reviewing test • Self-efficacy by Pintrich and De Groot • E-learning strategies by Lee • strategies of expression in text; group discussion; information processing; time management; multiplicity in interaction; information overload; asynchronicity management, and information interpretation. • Learning achievement • Learner’s one semester GPA

5. Research Findings: Regarding Question 1 • “Time management” was the most significant predictor on academic achievement; the higher time management skill the better the academic achievement • Only e-learning strategies significantly predicted academic achievement

6. Research Findings: Regarding Question 2 • There are positive and moderately high relations among self-regulated learning strategies, self-efficacy, and e-learning strategies

7. Implications and Discussion • Regarding Question 1 • The results have not confirmed within the e-learning environment the relationships between academic achievement and self-efficacy and self regulated learning abilities • Time management facilitated better learning achievement and highly correlated with self-regulation and self-efficacy • Time management may facilitate not only learning performance but also self-regulated learning participation with the e-learning environment • Regarding Question 2 • Learners who are better inself-regulated learning strategy or self-efficacy are better in e-learning strategy in general • There might be a high need for academic efforts to understand and identify specific self-regulation strategies newly appearing or more outstanding in e-learning environment