東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Self and Shared Regulation in Online...

Berri, Sarah Berri,

FindBook

Google Book

Amazon

博客來

Self and Shared Regulation in Online Project-Based Learning with UPMR: A Case Study /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Self and Shared Regulation in Online Project-Based Learning with UPMR: A Case Study // Sarah Berri Berri.
作者:	Berri, Sarah Berri,
面頁冊數:	1 electronic resource (212 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30250562
ISBN:	9798379618810

Self and Shared Regulation in Online Project-Based Learning with UPMR: A Case Study /
Berri, Sarah Berri,

Self and Shared Regulation in Online Project-Based Learning with UPMR: A Case Study /Sarah Berri Berri. - 1 electronic resource (212 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Previous research has shown the importance of regulating learning and collaboration in instructional design. Moreover, learners often struggle to regulate their learning and collaborate effectively, which can hinder knowledge acquisition and academic achievements. To address these challenges, the Understand, Plan, Monitor, and Reflect (UPMR) instructional intervention was designed based on previous research. This case study aimed to examine the impact of the UPMR intervention on promoting self-regulated learning and socially shared regulation of learning in an online team-project-based learning environment. The results showed that the UPMR intervention had a positive effect on learners' utilization of metacognitive strategies for regulating their learning. The Team Contract and Reflection Journal were found to be effective in enhancing collaboration and encouraging participants to reflect on their collaborative experiences, respectively. The Group Process Evaluation did not significantly impact the performance monitoring stage. The results of this study provide preliminary evidence for an interventional instruction that can be used as a framework in online learning environments to support learners' collaborations. Future research is needed to overcome the limitations of this study and ensure the reliability and generalizability of the results.

English

ISBN: 9798379618810Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

UPMR intervention

Self and Shared Regulation in Online Project-Based Learning with UPMR: A Case Study /
LDR:02879nmm a22004573i 4500 001 2391325
005 20250923061203.5
006 m o d
007 cr|nu||||||||
008 251029s2023 miu||||||m |||||||eng d
020 $a 9798379618810
035 $a (MiAaPQD)AAI30250562
035 $a AAI30250562
035 $a 2391325
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Berri, Sarah Berri, $e author. $3 3759094
245 1 0 $a Self and Shared Regulation in Online Project-Based Learning with UPMR: A Case Study / $c Sarah Berri Berri.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (212 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisors: Zhang, Ke Committee members: Zhu, Meina; Ulmer, Jasmine; Charbonneau, Deborah.
502 $b Ph.D. $c Wayne State University $d 2023.
520 $a Previous research has shown the importance of regulating learning and collaboration in instructional design. Moreover, learners often struggle to regulate their learning and collaborate effectively, which can hinder knowledge acquisition and academic achievements. To address these challenges, the Understand, Plan, Monitor, and Reflect (UPMR) instructional intervention was designed based on previous research. This case study aimed to examine the impact of the UPMR intervention on promoting self-regulated learning and socially shared regulation of learning in an online team-project-based learning environment. The results showed that the UPMR intervention had a positive effect on learners' utilization of metacognitive strategies for regulating their learning. The Team Contract and Reflection Journal were found to be effective in enhancing collaboration and encouraging participants to reflect on their collaborative experiences, respectively. The Group Process Evaluation did not significantly impact the performance monitoring stage. The results of this study provide preliminary evidence for an interventional instruction that can be used as a framework in online learning environments to support learners' collaborations. Future research is needed to overcome the limitations of this study and ensure the reliability and generalizability of the results.
546 $a English
590 $a School code: 0254
650 4 $a Education. $3 516579
650 4 $a Adult education. $3 543202
650 4 $a Design. $3 518875
650 4 $a Educational technology. $3 517670
653 $a UPMR intervention
653 $a Project-based learning
653 $a Online learning
653 $a Interventional instruction
653 $a Data collection techniques
690 $a 0515
690 $a 0516
690 $a 0389
690 $a 0710
710 2 $a Wayne State University. $b Instructional Technology. $e degree granting institution. $3 3759095
720 1 $a Zhang, Ke $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 84-12A.
790 $a 0254
791 $a Ph.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30250562