The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

2011 ◽  
Vol 7 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Courses ◽  
Database Management System ◽  
Educational Institutions ◽  
Web Based ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Packaged Software ◽  
Regulated Learning ◽  
Computing Skills ◽  
The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

Exploring the Effects of Web-Enabled Self-Regulated Learning and Online Class Frequency on Students’ Computing Skills in Blended Learning Courses

2011 ◽  
pp. 212-224
Author(s):  
Pei-Di Shen ◽  
Chia-Wen Tsai
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Database Management System ◽  
Control Group ◽  
Web Based ◽  
National Education ◽  
Self Regulated Learning ◽  
Class Frequency ◽  
Regulated Learning ◽  
Computing Skills

Web-based courses have shown to be successful in providing quality distance education. However, due to a national education policy, pure online courses are not permitted in Taiwan. In addition, there exists a lack of appropriate design and delivery of blended learning courses. In this study, the authors conducted a quasi-experiment to examine the effects in applying blended learning (BL) with web-enabled self-regulated learning (SRL) to enhance students’ skills of deploying database management system (DBMS). Four class sections with a total of 172 second-year students were taken as four distinct groups. The results showed that students in the SRL and BL groups with 5 online classes had the highest grades for using DBMS among the four groups. Students who received the treatments of web-enabled SRL also outperformed a control group that did not have the benefit of instruction in SRL. The implications of this study are also discussed. [Article copies are available for purchase from InfoSci-on-Demand.com]

Exploring the Effects of Web-Enabled Self-Regulated Learning and Online Class Frequency on Students' Computing Skills in Blended Learning Courses

2011 ◽  
pp. 1181-1193
Author(s):  
Pei-Di Shen ◽  
Chia-Wen Tsai
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Database Management System ◽  
Control Group ◽  
Web Based ◽  
National Education ◽  
Self Regulated Learning ◽  
Class Frequency ◽  
Regulated Learning ◽  
Computing Skills

Web-based courses have shown to be successful in providing quality distance education. However, due to a national education policy, pure online courses are not permitted in Taiwan. In addition, there exists a lack of appropriate design and delivery of blended learning courses. In this study, the authors conducted a quasi-experiment to examine the effects in applying blended learning (BL) with web-enabled self-regulated learning (SRL) to enhance students’ skills of deploying database management system (DBMS). Four class sections with a total of 172 second-year students were taken as four distinct groups. The results showed that students in the SRL and BL groups with 5 online classes had the highest grades for using DBMS among the four groups. Students who received the treatments of web-enabled SRL also outperformed a control group that did not have the benefit of instruction in SRL. The implications of this study are also discussed.

Facilitating Students to Earn Computing Certificates via Blended Learning in Online Problem-Solving Environment

2012 ◽  
pp. 112-125
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Management System ◽  
Online Courses ◽  
National Policy ◽  
Database Management System ◽  
Traditional Learning ◽  
Packaged Software ◽  
Problem Solving Environment ◽  
Computing Skills

The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. However, due to a national policy, pure online courses are not permitted. Moreover, it remains unclear whether every subject is suitable to be delivered via online courses. In this regard, the author conducted a quasi-experiment to examine the effects of applying blended learning (BL) with different course orientations on students’ computing skills, and explored the appropriate combination for teachers who teach computing courses. Four classes in successive semesters, with a total of 195 students from the courses of ‘Database Management System’ and ‘Packaged Software and Application’, were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (BL vs. Traditional Learning) experimental groups. The results showed that students from both design-oriented and procedural-oriented courses delivered in BL environment, had significantly higher grades on the examination for certificates than those who learned in traditional learning environment.

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students' Computing Skills

2011 ◽  
pp. 1614-1627
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of webenabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students’ Computing Skills

2011 ◽  
pp. 76-89
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of web-enabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools. [Article copies are available for purchase from InfoSci-on-Demand.com]

Online Learner Expectations

2011 ◽  
pp. 1501-1505
Author(s):  
Gary W. Hawkins ◽  
Jason D. Baker
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Rapid Growth ◽  
Online Courses ◽  
Learning Experience ◽  
Educational Experience ◽  
Educational Programs ◽  
Educational Institutions ◽  
Face To Face ◽  
The Face

The rapid growth of online courses presents new opportunities and challenges for educational institutions. Thanks to online learning, increasing numbers of students can enroll in online educational programs without the institution needing additional classrooms or dormitories and such online instruction offers many students the opportunity to take courses who might otherwise have been unable to participate. This sudden shift to online learning, however, comes without ashared experience for either the learner or instructor. In other words, while most learners and instructors have had years of formal and informal experience in the face-to-face classroom, few have had similar breadth of online educational experience. Accordingly, there would appear to be a divergent array of expectations regarding the online learning experience. Failure to understand and address these expectations will likely result in a disappointed educational experience for learners and instructors alike.

Facilitating Students to Earn Computing Certificates via Blended Learning in Online Problem-Solving Environment

2010 ◽  
Vol 6 (2) ◽  
pp. 11-23 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Blended Learning ◽  
Online Courses ◽  
National Policy ◽  
Database Management System ◽  
Traditional Learning ◽  
Packaged Software ◽  
Problem Solving Environment ◽  
Computing Skills

The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. However, due to a national policy, pure online courses are not permitted. Moreover, it remains unclear whether every subject is suitable to be delivered via online courses. In this regard, the author conducted a quasi-experiment to examine the effects of applying blended learning (BL) with different course orientations on students’ computing skills, and explored the appropriate combination for teachers who teach computing courses. Four classes in successive semesters, with a total of 195 students from the courses of ‘Database Management System’ and ‘Packaged Software and Application’, were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (BL vs. Traditional Learning) experimental groups. The results showed that students from both design-oriented and procedural-oriented courses delivered in BL environment, had significantly higher grades on the examination for certificates than those who learned in traditional learning environment.

Understanding Self-Regulated Learning and Its Importance in Online Learning

2020 ◽  
pp. 24-47
Author(s):  
Dina M. Schwam ◽  
Nannette Commander ◽  
Daphne Greenberg
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Online Courses ◽  
Holistic Approach ◽  
Drop Out ◽  
Online Course ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Many

With the rise in online course offerings, coupled with the growth in online course enrollment, it is surprising that drop-out rates among online courses are higher than in face-to-face courses. This has placed an importance on understanding what contributes to successful learning in online courses and how to address student needs to increase student success. Theories and conceptual models supported by research have explained the complexity of self-regulated learning and the important role metacognition and motivation play in the processes within self-regulated learning. Researchers continue to explore the interconnected relationship within the multiple constructs of self-regulated learning and academic success and its importance in online learning. It is important that instructors have an understanding of the many areas that influence student learning. Through a holistic approach addressing individual difference in supporting students' needs, instructors can encourage the development of self-regulated learning skills through scaffolding different experiences involving instruction.

An Online Learning Community Integrated with Web-Enhanced Collaborative Learning and Self-Regulated Learning

2011 ◽  
Vol 7 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Learning Effects ◽  
Online Learning Community ◽  
Web Based ◽  
Self Regulated Learning ◽  
Blended Courses ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Computing Skills

This paper investigates two aspects of the growing trend towards collaborative learning (CL) and self-regulated learning (SRL) in higher education by examining students’ computing skills in a blended learning environment. The author redesigned a course and adopted web-enhanced CL and SRL to develop undergraduates’ computing skills of web page programming and website building. Three classes with 170 students in a one-semester course were chosen for the empirical study. The results in this study show that students who received web-enhanced CL and SRL had higher grades than those who did not receive web-enhanced CL and/or SRL. It can provide references for schools and teachers who plan to provide online or blended courses for their students to achieve better learning effects in web-based learning environments.

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