Instructional Technology and Self -Directed Learning: An Analysis of the Relationship Between Online Students' Self -Directed Learning Ability and Instructional Technology Competency
Shinkareva, Olga
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https://hdl.handle.net/2142/79948
Description
Title
Instructional Technology and Self -Directed Learning: An Analysis of the Relationship Between Online Students' Self -Directed Learning Ability and Instructional Technology Competency
Author(s)
Shinkareva, Olga
Issue Date
2006
Doctoral Committee Chair(s)
Angela Benson
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Technology of
Language
eng
Abstract
The results of the study also suggest possible variations in the learning strategies that students with different levels of SDL ability applied for learning IT in an online course. Cognitive learning strategies of metacognitive self-regulation, elaboration, and critical thinking appear as substantial factors in learning IT for students with SDL ability above the average. For students with SDL ability below the average, strategies of peer learning, rehearsal, and help seeking appear as more important factors in learning IT than the cognitive strategies.
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