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The Effect of Standardised Learning ...

Joseph-Edwards, Avanelle .

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The Effect of Standardised Learning Diaries on Self-Regulated Learning, Calibration Accuracy and Academic Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Standardised Learning Diaries on Self-Regulated Learning, Calibration Accuracy and Academic Achievement./
Author:	Joseph-Edwards, Avanelle .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	100 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27541487
ISBN:	9781392580875

The Effect of Standardised Learning Diaries on Self-Regulated Learning, Calibration Accuracy and Academic Achievement.
Joseph-Edwards, Avanelle .

The Effect of Standardised Learning Diaries on Self-Regulated Learning, Calibration Accuracy and Academic Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 100 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ph.D.)--Old Dominion University, 2019.

This item must not be sold to any third party vendors.

The online learning environment is a dynamic yet complex learning modality. Students are physically separated from their peers, they grapple with feelings of isolation, and they may be unable to self-regulate their learning. Studies have shown that self-regulation is related to academic achievement and student metacognitive monitoring in online settings. The present study investigated the effects of a standardized diaries on students' self-regulatory behaviors, calibration accuracy and academic achievement within an online learning environment. Using this self-monitoring and evaluation tool, forty online graduate students enrolled in a research methods course at a southeastern university in the United States participated in a semester-long experimental study. Students were randomly assigned to either a treatment or control group. The researcher used the Online Self-Regulated Learning Questionnaire (OSLQ) (Barnard-Brak, Lan, To, Paton, & Lai, 2009) to examine changes in students' self-regulatory behavior. Calibration accuracy was used to measure metacognitive monitoring while final course grade was used to measure achievement. The one-way ANOVA revealed that students who received the intervention were significantly more accurate on their metacognitive judgements made after taking the test (postdiction) when compared to the control group. However, no significant effect of the treatment was found on self-regulated learning behaviors or academic achievement.

ISBN: 9781392580875Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Academic achievement

The Effect of Standardised Learning Diaries on Self-Regulated Learning, Calibration Accuracy and Academic Achievement.
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