rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Scaffolding and Enhancing Learners' Self-Regulated Learning
    sub title: Testing the Effects of Online Video-Based Interactive Learning Environment on Learning Outcomes
  name:
    name part: Delen, Erhan
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Liew, Jeffrey
    role:
      role term: thesis advisor.
  name:
    name part: Zellner, Ronald D. (Ronald David)
    name part: 1941-
    role:
      role term: thesis advisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2013
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: Online learning often requires learners to be self-directed and engaged, and I designed an online video-based interactive learning tool to support or scaffold students' self-regulated or self-directed learning aimed at keeping students actively engaged with the content. Using an experimental design, this study investigates the effects of a newly designed online video-based interactive learning environment with embedded supports for self-regulation strategies on students' learning behaviors and outcomes. In addition, correspondence between students' self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the video-based interactive learning environment were examined. Lastly, the unique or joint contributions of the embedded supports for self-regulation strategies to students' learning performance were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (non-interactive video environment) or the experimental condition (interactive video environment) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed online video-based interactive learning environment was a superior instructional tool than the non-interactive video-based learning environment in terms students' learning performance. In addition, there was correspondence between graduate students' self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking Importantly, these findings suggest that specific self-regulation strategies in traditional education settings may transfer and become enacted as specific learning behaviors in the online learning environment. Finally, the use of embedded self-regulatory functions did not have a significantly unique contrib…
  note: by Erhan Delen.
  note: "Major Subject: Educational Psychology"
  note: Includes vita.
  note: Doctor of Philosophy Texas A & M University 2013 http://hdl.handle.net/1969.1/151123
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Educational Psychology
  subject:
    topic: Self-Regulation
  subject:
    topic: Video-Based Learning
  subject:
    topic: Online Learning
  subject:
    topic: Interactive Learning Environment
  subject:
    topic: Distance Education
  identifier: http://hdl.handle.net/1969.1/151123
  record info:
    record content source: TXA
    record creation date: 140326
    record change date: 20151206092822.0
    record identifier: in00003434901
    language of cataloging:
      language term: eng