The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning

Moon Heum Cho; Yanghee Kim; Dong Ho Choi

doi:10.1016/j.iheduc.2017.04.001

The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning

Moon Heum Cho, Yanghee Kim, Dong Ho Choi

Research output: Contribution to journal › Article › peer-review

112 Scopus citations

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.

Original language	English (US)
Pages (from-to)	10-17
Number of pages	8
Journal	Internet and Higher Education
Volume	34
DOIs	https://doi.org/10.1016/j.iheduc.2017.04.001
State	Published - Jul 1 2017
Externally published	Yes

Keywords

Community of inquiry
Learning presence
Online learning
Self-regulated learning

ASJC Scopus subject areas

Education
Computer Science Applications
Computer Networks and Communications

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10.1016/j.iheduc.2017.04.001

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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.",

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AB - 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.

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The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning

Abstract

Keywords

ASJC Scopus subject areas

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