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The Relations between Self-Reported Perceptions of Learning Environment, Observational Learning Strategies, and Academic Outcome
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Han, Feifei; Ellis, Robert A. – Journal of Computing in Higher Education, 2023
This study investigated the relations between students' self-reported perceptions of the blended learning environment, their observed online learning strategies, and their academic learning outcomes. The participants were 310 undergraduates enrolled in an introductory course on computer systems in an Australian metropolitan university. A…
Descriptors: Measurement Techniques, Student Attitudes, Educational Environment, Observation
What Can Completion Time of Quizzes Tell Us about Students' Motivations and Learning Strategies?
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Tan, Tanya Y.; Jain, Misha; Obaid, Teeba; Nesbit, John C. – Journal of Computing in Higher Education, 2020
Learning management systems (LMS) offer quiz tools that help students prepare for examinations. The purpose of this study is to investigate quiz tracking variables typically reported by LMS in relation to student achievement, motivation and learning strategies. The data from 143 undergraduate students comprised quiz tracking variables (number of…
Descriptors: Tests, Time on Task, Student Motivation, Learning Strategies
Employing Self-Assessment, Journaling, and Peer Sharing to Enhance Learning from an Online Course
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Hwang, Wu-Yuin; Hsu, Jung-Lung; Shadiev, Rustam; Chang, Chia-Ling; Huang, Yueh-Min – Journal of Computing in Higher Education, 2015
This study explored the use of self-assessments, journaling, and peer sharing in an online computer programming course. We conducted an experiment using a pretest-intervention-posttest design in which 64 undergraduate first-year students participated. We aimed to investigate whether self-assessment, journaling, and peer sharing can facilitate…
Descriptors: Online Courses, Computer Science Education, Programming, Student Evaluation
Think, Feel, Act: Motivational and Emotional Influences on Military Students' Online Academic Success
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Artino, Anthony R. – Journal of Computing in Higher Education, 2009
This study employed a social-cognitive view of self-regulated learning to examine how several personal factors relate to academic success in an online course. Service academy undergraduates (N = 481) completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration);…
Descriptors: Self Efficacy, Academic Achievement, Learning Strategies, Student Motivation