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The Examination of Online Self-Regulated Learning Skills in Web-Based Learning Environments in Terms of Different Variables

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Title: The Examination of Online Self-Regulated Learning Skills in Web-Based Learning Environments in Terms of Different Variables
Language: English
Authors: Usta, Ertugrul
Source: Turkish Online Journal of Educational Technology - TOJET. Jul 2011 10(3):278-286.
Availability: Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Peer Reviewed: Y
Page Count: 9
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Student Attitudes, Computer Attitudes, Web Based Instruction, Computer Uses in Education, Measures (Individuals), Internet, Self Determination, Learning Strategies, Attitude Measures, Surveys, College Students, Foreign Countries
Geographic Terms: Turkey
Assessment and Survey Identifiers: Computer Attitude Scale
ISSN: 1303-6521
Abstract: The purpose of this research is to determine whether online self-regulated learning skills differentiate student attitudes towards the internet and web-based education in web-based learning environments. Following survey method of research, the results were presented in descriptive manner. 169 university students participated in the study group. The data of this research were collected by using the Online Self-Regulated Learning Scale ([alpha]=0.94), Attitudes toward the Internet Scale ([alpha]=0.77), Web-Based Learning Attitude Scale ([alpha]=0.86) and Computer Attitude Scale ([alpha]=0.97). Percentage, frequency, arithmetic average, t and the Pearson's r correlation statistics were employed on the collected data. The results suggested three major findings (1) online self-regulated learning skill levels affect attitudes of students towards the internet, (2) online self-regulated learning skill levels differentiate student attitudes towards web-based education in terms of the factor of the "Effectiveness of Web-Based Instruction", and (3) online self-regulated learning skill levels differentiate attitudes of students towards computer. (Contains 9 tables.)
Abstractor: As Provided
Number of References: 38
Entry Date: 2011
Accession Number: EJ944994
Database: ERIC
FullText Text:
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  Data: Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
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  Data: The purpose of this research is to determine whether online self-regulated learning skills differentiate student attitudes towards the internet and web-based education in web-based learning environments. Following survey method of research, the results were presented in descriptive manner. 169 university students participated in the study group. The data of this research were collected by using the Online Self-Regulated Learning Scale ([alpha]=0.94), Attitudes toward the Internet Scale ([alpha]=0.77), Web-Based Learning Attitude Scale ([alpha]=0.86) and Computer Attitude Scale ([alpha]=0.97). Percentage, frequency, arithmetic average, t and the Pearson's r correlation statistics were employed on the collected data. The results suggested three major findings (1) online self-regulated learning skill levels affect attitudes of students towards the internet, (2) online self-regulated learning skill levels differentiate student attitudes towards web-based education in terms of the factor of the "Effectiveness of Web-Based Instruction", and (3) online self-regulated learning skill levels differentiate attitudes of students towards computer. (Contains 9 tables.)
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      – SubjectFull: Internet
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Attitude Measures
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      – SubjectFull: Surveys
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      – SubjectFull: College Students
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