Many vocational students in Taiwan have been used to a “spoon-feeding” teaching method since they were children. They are used to following their school's and teachers' arrangements for their learning. Consequently, they usually lack the ability to manage their time and regulate their learning. If these students were to participate in an online or blended course without regulative learning habits, it may result in dissatisfactory and ineffective learning performance. In this work, two blended classes were studied and compared, one a class deploying feedback in the implementation of Web-mediated SRL and the other without. The results show that the feedback did not result in statistically significant differences in students' computing skills and their pass rate on professional certification tests. The potential reasons for the nonsignificant results and some implications of this study are discussed.
Get full access to this article
View all access options for this article.
References
1.
LykourentzouL, GiannoukosL, MpardisGet al.Early and dynamic student achievement prediction in e-learning courses using neural networks. Journal of the American Society for Information Science and Technology, 2009; 60:372–380.
2.
WangT. Rethinking teaching with information and communication technologies (ICTs) in architectural education. Teaching & Teacher Education, 2009; 25:1132–1140.
3.
MeansB, ToyamaY, MurphyRet al.2009. Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf. 2009 August 18.
4.
LuthansF, AveyJB, PateraJL. Experimental analysis of a Web-based training intervention to develop positive psychological capital. Academy of Management Learning & Education, 2008; 7:209–221.
5.
GreeneJA, AzevedoR. Adolescents' use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research, 2007; 36:125–148.
6.
TreuerP, BeloteL. Current and emerging applications of technology to promote student involvement and learning. New Directions for Student Services, 1997; 78:17–30.
7.
AzevedoR. Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 2005; 40:199–209.
8.
LeeTH, ShenPD, TsaiCW. Applying Web-enabled problem-based learning and self-regulated learning to add value to computing education in Taiwan's vocational schools. Educational Technology & Society, 2008; 11:13–25.
9.
WinnePH. 2001. Self-regulated learning viewed from models of information processing. ZimmermanB, SchunkD. Self-regulated learning and academic achievement: theoretical perspectives. Mahwah, NJ: Erlbaum, 153–189.
10.
WinnePH, HadwinA. 1998. Studying as self-regulated learning. HackerDJ, DunloskyJ, GraesserA. Metacognition in educational theory and practice. Hillsdale, NJ: Erlbaum, 277–304.
JärveläS, NäykkiP, LaruJet al.Structuring and regulating collaborative learning in higher education with wireless networks and mobile tools. Educational Technology & Society, 2007; 10:71–79.
13.
PintrichPR. 2000. The role of goal orientation in self-regulated learning. BoekaertsM, PintrichPR, ZeidnerM. Handbook of self-regulation. San Diego, CA: Academic Press, 451–502.
14.
MontalvoF, TorresR. Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2004; 2:1–34.
15.
ShenPD, LeeTH, TsaiCWet al.Exploring the effects of Web-enabled problem-based learning and self-regulated learning on vocational students' involvement in learning. European Journal of Open, Distance & E-Learning, 2008; 1. www.eurodl.org/materials/contrib/2008/Shen_Lee_Tsai_Ting.htm. 2009 August 18.
16.
KrauseUM, StarkR, MandlH. The effects of cooperative learning and feedback on e-learning in statistics. Learning & Instruction, 2009; 19:158–170.
17.
ResnickLB, LevineJM, TeasleySD. 1991. Perspectives on socially shared cognition. Washington, DC: American Psychological Association.
18.
NiemiH, NevgiA, VirtanenP. Towards self-regulation in Web-based learning. Journal of Educational Media, 2003; 28:49–71.
19.
HsiaoHC, ChenMN, YangHS. Leadership of vocational high school principals in curriculum reform: a case study in Taiwan. International Journal of Educational Development, 2008; 28:669–686.
20.
TsaiCW. Facilitating students to earn computing certificates via blended learning in online problem-solving environment: a cross-course-orientation comparison. International Journal of Information & Communication Technology Education(in press).
21.
ZimmermanBJ, BonnerS, KovachR. 1996. Developing self-regulated learners: beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
22.
ZimmermanBJ, Martinez-PonsM. Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 1986; 23:614–628.
23.
RossJD. Regulating hypermedia: self-regulation learning strategies in a hypermedia environment. Ph. D. Dissertation, Virginia Polytechnic Institute and State University, 1999.
24.
ShelleyDJ, SwartzLB, ColeMT. A comparative analysis of online and traditional undergraduate business law classes. International Journal of Information & Communication Technology Education, 2007; 3:10–21.
25.
ShenPD. The effects of Web-enabled self-regulated learning and problem-based learning with initiation on students' computing skills. International Journal of Information & Communication Technology Education, 2009; 5:1–13.
26.
KanukaH, JugdevK, HellerRet al.The rise of the teleworker: false promises and responsive solutions. Higher Education, 2008; 56:149–165.
27.
JacobsonMJ. 2005. From non-adaptive to adaptive educational hypermedia: Theory, research, and design issues. ChenS., MagalasG.Advances in Web-based education: personalized learning environments. Hershey, PA: Idea Group, 302–330.
28.
ShenPD, LeeTH, TsaiCW. Applying blended learning with Web-mediated self-regulated learning to enhance vocational students' computing skills and attention to learn. Interactive Learning Environments(in press).
29.
LeeTH, ShenPD, TsaiCW. Enhancing computing skills of low-achieving students via e-learning: a design experiment of Web-based, problem-based learning and self-regulated learning. CyberPsychology & Behavior, 2008; 11:431–436.
30.
LynchR, DemboM. 2004. The relationship between self-regulation and online learning in a blended learning context, International Review of Research in Open & Distance Learning. www.irrodl.org/index.php/irrodl/article/view/189/799. 2009 August 18.
31.
YukselturkE, BulutS. Predictors for student success in an online course. Educational Technology & Society, 2007; 10:71–83.
32.
ChangMM. Applying self-regulated learning strategies in a Web-based instruction—an investigation of motivation perception. Computer Assisted Language Learning, 2005; 18:217–230.
33.
GreeneJA, MoosDC, AzevedoRet al.Exploring differences between gifted and grade-level students' use of self-regulatory learning processes with hypermedia. Computers & Education, 2008; 50:1069–1083.
34.
AldrichC. 2005. Learning by doing: a comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Francisco: Pfeiffer.
35.
YuFY, HanC, ChanTW. Experimental comparisons of face-to-face and anonymous real-time team competition in a networked gaming learning environment. CyberPsychology & Behavior, 2008; 11:511–514.
36.
LiKC, TsaiYT, TsaiCK. Toward development of distance learning environment in the grid. International Journal of Distance Education Technologies, 2008; 6:45–57.
37.
JohnsonM, LiberO. The personal learning environment and the human condition: from theory to teaching practice. Interactive Learning Environments, 2008; 16:3–15.
38.
IvanicR, ClarkR, RimmershawR. 2000. What am I supposed to make of this? The messages conveyed to students by tutors' written comments. LeaMR, StiererB. Student writing in higher education: new contexts. Buckingham: SHRE/Open University Press, 47–65.
