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Self‐regulated learning ability of C hinese distance learners

This study reports on self‐regulated learning () of hinese distance learners by using a structured scale. of adult and lifelong learners is a well‐researched area, though its application within distance education is a new area of investigation. Open and distance learning lean heavily on self‐learnin... Full description

Journal Title: British Journal of Educational Technology September 2014, Vol.45(5), pp.941-958
Main Author: Zhao, Hong
Other Authors: Chen, Li , Panda, Santosh
Format: Electronic Article Electronic Article
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ID: ISSN: 0007-1013 ; E-ISSN: 1467-8535 ; DOI: 10.1111/bjet.12118
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recordid: wj10.1111/bjet.12118
title: Self‐regulated learning ability of C hinese distance learners
format: Article
creator:
  • Zhao, Hong
  • Chen, Li
  • Panda, Santosh
subjects:
  • Foreign Countries
  • Learning Strategies
  • Distance Education
  • Undergraduate Students
  • High School Seniors
  • Two Year College Students
  • Gender Differences
  • Age Differences
  • Online Courses
  • Asian Culture
  • Learning
  • Measures (Individuals)
  • China
  • China (Beijing)
  • Higher Education
  • Postsecondary Education
  • High Schools
  • Secondary Education
  • Two Year Colleges
  • China
  • China (Beijing)
ispartof: British Journal of Educational Technology, September 2014, Vol.45(5), pp.941-958
description: This study reports on self‐regulated learning () of hinese distance learners by using a structured scale. of adult and lifelong learners is a well‐researched area, though its application within distance education is a new area of investigation. Open and distance learning lean heavily on self‐learning and self‐learning resources, though interaction at designated learning centers and online learning platforms is occasionally offered. In hina, there is still persistence of the age‐old teacher‐centric model of teaching‐learning; and, within distance education offered largely by the radio and television universities, there is insistence for regular tuition classes at designated branch schools. At the backdrop of understanding and enhancing of hinese distance learners, the authors took up this research to find out the elements and levels of ability among hinese distance learners. Based on factor analysis (on 357 students for item analysis and on 600 distance learners for structural validity of the initial 117‐item scale), a standardized 54‐item Self‐regulated Learning Ability Scale was finalized and administered on a random sample of 2738 undergraduate learners (1630 males and 1108 females) from the pen istance ducation entre of eijing ormal niversity, .. hina, doing an online course during 2009–10. The sample came from either senior high school (grade 12) or junior college (grade 14). Data on four dimensions of —planning, control, regulating and evaluation—were analyzed using ‘’ test for variables of gender, level of education and age. Results indicated that all the participants had above‐average levels of in all the four dimensions of planning, control, regulating and evaluation. In so far as gender was concerned, male distance learners were better in than female distance learners, especially in control (ie, content and resources) and all the evaluation dimensions. Though no age difference was found, students from junior colleges had better planning, regulating and evaluating abilities than those who came from senior high schools. These results have been discussed in the context of current changes in hinese distance/online education and also in relation to the age‐old hinese culture of learning. The results will also have implications for designing distance and online learning generally.
language:
source:
identifier: ISSN: 0007-1013 ; E-ISSN: 1467-8535 ; DOI: 10.1111/bjet.12118
fulltext: fulltext
issn:
  • 0007-1013
  • 00071013
  • 1467-8535
  • 14678535
url: Link


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descriptionThis study reports on self‐regulated learning () of hinese distance learners by using a structured scale. of adult and lifelong learners is a well‐researched area, though its application within distance education is a new area of investigation. Open and distance learning lean heavily on self‐learning and self‐learning resources, though interaction at designated learning centers and online learning platforms is occasionally offered. In hina, there is still persistence of the age‐old teacher‐centric model of teaching‐learning; and, within distance education offered largely by the radio and television universities, there is insistence for regular tuition classes at designated branch schools. At the backdrop of understanding and enhancing of hinese distance learners, the authors took up this research to find out the elements and levels of ability among hinese distance learners. Based on factor analysis (on 357 students for item analysis and on 600 distance learners for structural validity of the initial 117‐item scale), a standardized 54‐item Self‐regulated Learning Ability Scale was finalized and administered on a random sample of 2738 undergraduate learners (1630 males and 1108 females) from the pen istance ducation entre of eijing ormal niversity, .. hina, doing an online course during 2009–10. The sample came from either senior high school (grade 12) or junior college (grade 14). Data on four dimensions of —planning, control, regulating and evaluation—were analyzed using ‘’ test for variables of gender, level of education and age. Results indicated that all the participants had above‐average levels of in all the four dimensions of planning, control, regulating and evaluation. In so far as gender was concerned, male distance learners were better in than female distance learners, especially in control (ie, content and resources) and all the evaluation dimensions. Though no age difference was found, students from junior colleges had better planning, regulating and evaluating abilities than those who came from senior high schools. These results have been discussed in the context of current changes in hinese distance/online education and also in relation to the age‐old hinese culture of learning. The results will also have implications for designing distance and online learning generally.
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subjectForeign Countries ; Learning Strategies ; Distance Education ; Undergraduate Students ; High School Seniors ; Two Year College Students ; Gender Differences ; Age Differences ; Online Courses ; Asian Culture ; Learning ; Measures (Individuals) ; China ; China (Beijing) ; Higher Education ; Postsecondary Education ; High Schools ; Secondary Education ; Two Year Colleges ; China ; China (Beijing);
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abstractThis study reports on self‐regulated learning () of hinese distance learners by using a structured scale. of adult and lifelong learners is a well‐researched area, though its application within distance education is a new area of investigation. Open and distance learning lean heavily on self‐learning and self‐learning resources, though interaction at designated learning centers and online learning platforms is occasionally offered. In hina, there is still persistence of the age‐old teacher‐centric model of teaching‐learning; and, within distance education offered largely by the radio and television universities, there is insistence for regular tuition classes at designated branch schools. At the backdrop of understanding and enhancing of hinese distance learners, the authors took up this research to find out the elements and levels of ability among hinese distance learners. Based on factor analysis (on 357 students for item analysis and on 600 distance learners for structural validity of the initial 117‐item scale), a standardized 54‐item Self‐regulated Learning Ability Scale was finalized and administered on a random sample of 2738 undergraduate learners (1630 males and 1108 females) from the pen istance ducation entre of eijing ormal niversity, .. hina, doing an online course during 2009–10. The sample came from either senior high school (grade 12) or junior college (grade 14). Data on four dimensions of —planning, control, regulating and evaluation—were analyzed using ‘’ test for variables of gender, level of education and age. Results indicated that all the participants had above‐average levels of in all the four dimensions of planning, control, regulating and evaluation. In so far as gender was concerned, male distance learners were better in than female distance learners, especially in control (ie, content and resources) and all the evaluation dimensions. Though no age difference was found, students from junior colleges had better planning, regulating and evaluating abilities than those who came from senior high schools. These results have been discussed in the context of current changes in hinese distance/online education and also in relation to the age‐old hinese culture of learning. The results will also have implications for designing distance and online learning generally.
doi10.1111/bjet.12118
pages941-958
date2014-09