Becoming a self-regulated learner: Implications for web-based education

Web-Based Learning: Theory, Research, and Practice

Volumn , Issue , 2013, Pages 183-202

  Dembo, Myron H ^a   Junge, Linda Gubler ^a   Lynch, Richard ^b  

^a UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

^b Woosong University   (South Korea)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84920484932     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203759820     Document Type: Chapter

References (59)

1. Aleven, V., Srahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277–320.
2. Bandura, A. (1997). Self-efficancy: The exercise of control. New York: W. H. Freeman.
3. Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook of self regulation. San Diego: Academic Press.
4. Bonk, C. J., & Dennen, V. (1999). Learner issues with WWW-based systems. International Journal of Educational Telecommunications, 5, 410–411.
5. Clark, L. (2002). SOS help for emotions: Managing anxietx, anger and depression. Bowling Green, KY: SOS Programs & Parents Press.
6. Clark, P. G., & Shatkin, L. (2003, March/April). A new challenge for education: Addressing the needs of lifelong learners. The Technology Source. Retrieved August 30, 2004, from http://ts.mivu.org/
7. Clark, R. E. (2003). Research on web-based learning: A half-full glass. In R. Brunning, C. Horn, & L. M. Pytlikzillig, (E.ds.), Web-based learning: What do we know? Where do we go? (pp. 1–22). Greenwich, CT: Information Age Publishers.
8. Cookson, P. (1990). Persistence in distance education. Retrieved August 30, 2004, from www-wbweb4.worldbank.org/disted/Teaching/Design/kn-01.html
9. Curry, J., Haderlie, S., Ku, T., Lawless, K., Lemon, M., & Wood, R. (1999).Specified learning goals and their effect on learners’ representations of a hypertext reading environment. International Journal of Instructional Media, 26(1), 43–51.
10. Dembo, M. (2004). Motivation and learning strategies far college success (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
11. Ellis, A. (1998). How to control your anxiety before it controls you. New York: Kensington.
12. Garrison, D. R. (2002, September). Cognitive presence for effective online learning. The role of reflective inquiry, self-directed learning and metacognition. Paper presented to the Sloan Asynronous Learning Network Invitational Workshop, Lake George, NY.
13. Garrison, D. R. (2003). Self-directed learning and distance education. In M. G Moore & W. G. Anderson (Eds.), Handbook of distance education (pp.161–168). Mahwah, NJ: Lawrence Erlbaum Associates.
14. Gibson, C. G (1998). The distance learner in context. In C. C. Gibson (Ed.), Distance learners in higher education: Institutional responses for quality outcomes (pp. 113–126). Madison, WI: Atwood.
15. Gollwitzer, P. M., Fujita, K., & Oettingen, G. (2004). Planning and the implementation of goals. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self regulation: Research, theory and applications (pp. 211–228). New York: Guilford.
16. Hara, N., & Kling, R. (2002). Students’ distress with a web-based distance education course: An ethnographic Study of participants’ experiences. Information, Communication & Society, 3(4), 557–579.
17. Harris, V. (2003). Adapting classroom-based strategy instruction to a distance learning context. TESL-EJ, 7(2). Retrieved August 27, 2004, from http://www-writing.berkeley.edu/TESL-EJ/ej26/toc.html
18. Hill, J. R. (2001, April). Building community in Web-based learning environments: Strategies and Techniques. Paper presented at the Southern Cross University ALSWEB annual conference. Cofis Harbour, Australia.
19. Hofmann, J. (2003). Motivating online learners. Learning Circuits. Retrieved August 30, 2004, from www.learningcircuits.org/2003/aug2003/hofmann.htm
20. Kanfer, R., Ackerman, P. L., Murta, P. C., Dugdale, P., & Nelson, L. (1994). Goal setting, conditions of practice and task performance: A resource allocation perspective. Journal of Applied Psychology. 79, 826–835.
21. Kassop, M. (2003, May/June). Ten ways online education matches, or surpasses, face-to-face learning. The Technology Source. Retrieved August 30, 2004, from http://ts.mivu.org/
22. Kazmer, M., & Haythornthwaite, C. (2001). Juggling multiple social worlds: Distance students online and offline. American Behavioral Scientist, 45, 510.
23. Kelly, W. E. (2002). Harnessing the river of time: A theoretical framework for time use Efficiency with suggestions for counselors. Journal of Employment Counseling, 39(1), 12–21.
24. Kerlins, B. (1992). Cognitive engagement style, self regulated learning and cooperative learning. Retrieved August 27, 2004, from http://kerlins.net/bobbi/research/myresearch/srl.html
25. Kjeldsen, T., Krogsdal, M. B., & Gomme, J. (2003). Towards an operational definition of WBL. Retrieved August 27, 2004, from www.ku.dk/wbl/om_WBL/WBL_definition_rev_25AUG03.pdf
26. Lavoie, J., & Pychyl, T. (2001). Cyberslackingand the procrastination superhighway: A web-based survey of online procrastination, attitude, and emotion. Social Science Computer Review, 19, 431–444.
27. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57, 705–717.
28. Loomis, K. D. (2000). Learning styles and asynchronous learning: Comparing the LASS1 model to class performance. Journal of Asynchronous Learning Networks, 4(1). Retrieved August 30, 2004, from http://www.aln.org/publications/jaln/v4n1/index.asp
29. Major, H., & Levenberg, N. (1999). Learner success in distance education environments: A shared responsibility. Commentary. Retrieved August 30, 2004, from http://ts.mivu.org/default.asp?show=article&id=71
30. Marron, K. (2000, January 20). Attack of the cyberslackers. The Globe and Mail, p.T5.
31. Martinez, M. (2003). High attrition rates in e-learning: Challenges, predictors, and solutions. The E-Learning Developers’ Journal. Retrieved August 30, 2004, from www.elearningguild.com
32. Mehrotra, C., Hollister, C. D., & McGahey, L. (2001). Distance learning: Principles for effective design, delivery, and evaluation. Thousand Oaks, CA: Sage.
33. Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth.
34. Newman, R. S. (1994). Adaptive help seeking: A strategy of self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 283–301). Hillsdale, NJ: Lawrence Erlbaum Associates.
35. O’Regan, K. (2003). Emotion and e-learning. Journal of Asynchronous Learning Networks, 7(3). Retrieved August 30, 2004, from www.aln.org/publications/jaln/v7n3/pdf/v7n3_oregan.pdf
36. Parker, A. (2003). Identifying predictors of academic persistence in distance education. USDLA Journal, 17(1). Retrieved August 27, 2004, from www.usdla.org/html/journal/JAN03_lssue/article06.html
37. Phipps, R., & Merisotis, J. (1999). What’s the difference?: A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: The Institute for Higher Education Policy.
38. Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, Nf: Pearson.
39. Postman, N. (1992). Technopoly: The surrender of culture to technology. New York: Knopf.
40. Qureshi, E., Morton, L. L., & Antosz, E. (2002). An interesting profile—University students who take distance education courses show weaker motivation than on-campus students. Online Journal of Distance Learning Administration, 5(6). Retrieved August 30, 2004, from www.westga.edu/~distance/ojdla/winter54/Qureshi54.htm
41. Rovai, A. P. (2002). Building a sense of community at a distance. International Review of Research in Open and Distance Learning. Retrieved August 27, 2004, from www.irrodl.org/content/v3.1/rovai.html
42. Saba, F. (2004). Strategies to succeed in distance learning. Distance-Educator.com. Retrieved August 27, 2004, from wvw.westga.edu/~distance/ojdla/winter54/Qureshi54.htm
43. Salomon, G. (1984). Television is “easy” and print is “tough”: The differential investment of mental effort in learning as a function of perceptions and attributions. journal of Educational Psychology, 76, 647–658.
44. Simpson, M., & Nist, S. (2000). An update on strategic learning: It’s more than textbook reading strategies. Journal of Adolescent & Adult Literacy, 43, 528–542.
45. Tuckman, B. W. (2001, April). The effect of learning and motivation strategies training on college students’ achievement. Paper presented at the National Meeting of the American Educational Research Association, Seattle, WA.
46. Tuckman, B. W. (2002, April). Academic procrastinators: Their rationalizations and web-course performance. Paper presented at the Annual Meeting of the American Psychological Association, Chicago, IL.
47. Waits, T., & Lewis, L. (2003). Distance education at degree-granting postsecondary Institutions: 2000–2001 (NCES 2003017). Washington, DC: National Center for Education Statistics.
48. Wang, C. X., Kanfer, A. & Hinn, D. M. (2001). Stretching the boundaries: Using ALN to reach off-campus students during an off-campus summer session. Journal of Asynchronous Learning Networks, 5(1). Retrieved August 30, 2004, from www.aln.org./publications/jaln/v5nl_arvan.asp
49. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.; pp. 315–327). New York: Macmillan.
50. Whipp, J. L., & Chiarelli, S. (2001). Self-regulation in web-based courses for teachers. Retrieved August 30, 2004, from http://edtech.connect.msu.edu/Searchaera2002/viewproposaltext.asp?propID=1696
51. Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance (pp. 3–21). Hillsdale, NJ: Lawrence Erlbaum Associates.
52. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73–86.
53. Zimmerman, B. J., Bonner, S., & Kovich, R. (1996). Developing self regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
54. Zimmerman, B. J., Greenberg, D., Sc Weinstein, C. E. (1994). Self-regulating academic study time: A strategy approach. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance (pp. 181–199). Hillsdale, NJ: Lawrence Erlbaum Associates.
55. Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process to outcome goals. Journal of Educational Psychology, 89, 29–36.
56. Zimmerman, B.J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal,23(4),614–628.
57. Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulation. Journal of Educational Psychology, 80, 284–290.
58. Zimmerman, B. J., & Martinez-Pons. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51–59.
59. Zimmerman, B. J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic learning: Construction of knowledge (pp. 105–125). San Diego, CA: Academic Press.