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The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning
Cho, Moon-Heum · Kim, Yanghee · Choi, DongHo

PublishedJuly 2017
JournalThe Internet and Higher Education
Volume 34, Pages 10-17
CountrySouth Korea, Asia

ABSTRACT
The purpose of this study was to examine the effects of students' self-regulated learning (SRL) levels on their perceptions of community of inquiry (CoI) and their affective outcomes (task-specific attitudes and self-efficacy). Participants were 180 college students enrolled in a required online course. Using the cluster analysis method, SRL levels were grouped into four levels (High regulators, Mid regulators lacking efforts, Mid regulators lacking values, and Low regulators). ANOVA revealed that highly self-regulated students demonstrated a stronger sense of CoI and achieved higher affective outcomes, compared to low self-regulated students. The finding confirms that SRL could play an important role in the framework of community of inquiry.

Keywords self-regulated learning · community of inquiry · learning presence · online learning

CoI focusFull model
MethodologyQuantitative
PopulationUndergraduate
Study designSurvey, Questionnaire
Data analysisCluster analysis
InstrumentCoI survey
ContributionEmpirical
Sample size180
Study aim"The purpose of this study was to examine the effects of students' self-regulated learning (SRL) levels on their perceptions of community of inquiry (CoI) and their affective outcomes (task-specific attitudes and self-efficacy)."
Finding"ANOVA revealed that highly self-regulated students demonstrated a stronger sense of CoI and achieved higher affective outcomes, compared to low self-regulated students."
LanguageEnglish
RefereedYes
Rights2017 Elsevier Inc.
DOI10.1016/j.iheduc.2017.04.001
ExportBibTex · EndNote · Tagged XML · Google Scholar


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