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Author | Bell, Paul D. | en_US |
Date Accessioned | 2010-11-08T19:10:23Z | en_US |
Date Accessioned | 2011-05-17T13:52:31Z | |
Date Available | 2010-11-08T19:10:23Z | en_US |
Date Available | 2011-05-17T13:52:31Z | |
Date of Issue | 2006-08-30 | en_US |
Identifier (Citation) | Perspectives in Health Information Management; 3:7 p. 1-17 | en_US |
Identifier (URI) | http://hdl.handle.net/10342/2995 | en_US |
Description | This study examined the effects of self-regulated learning (SRL) and epistemological beliefs (EB) on individual learner levels of academic achievement in Web-based learning environments while holding constant the effect of computer self-efficacy, reason for taking an online course, and prior college academic achievement. The study constituents included 201 undergraduate students enrolled in a variety of asynchronous Web-based courses at a university in the southeastern United States. Data was collected via a Web-based questionnaire and subjected to the following analyses: separate exploratory factor analyses of the self-regulated learning and the epistemological beliefs question items, correlations between the independent variables and the dependent variable, and linear regression of final course grades with all the variables in the model. Analysis of the data revealed that three independent variables (GPA, Expectancy, and GPA_Exp) were significant predictors in the model of learning achievement in asynchronous online courses. Discussion of the study’s predictive model follows. Originally published in Perspectives in Health Information Management 2006 Vol. 3, No. 7. | en_US |
Language | en_US | en_US |
Publisher | East Carolina University | en_US |
Related URI | http://www.researchgate.net/publication/5782652_Can_factors_related_to_self-regulated_learning_and_epistemological_beliefs_predict_learning_achievement_in_undergraduate_asynchronous_Web-based_courses | en_US |
Rights | Permission granted by author to Kent Nixon Myers to upload this article on 10/25/2010 | en_US |
Subject | Self-regulated learning | en_US |
Subject | Epistemological beliefs | en_US |
Subject | Asynchronous web-based learning | en_US |
Subject | Online learning | en_US |
Subject | Expectancy for learning | en_US |
Subject | Regression analysis | en_US |
Subject | Learning achievement | en_US |
Subject | Allied health | en_US |
Subject | Health information management | en_US |
Title | Can Factors Related to Self-regulated Learning and Epistemological Beliefs Predict Learning Achievement in Undergraduate Asynchronous Web-based Courses? | en_US |
Type | Article | en_US |
Identifier (PMID) | PMC2047299 | en_US |
Journal Name | Perspectives in Health Information Management | |
Journal Volume | 3 | |
Journal Issue | 7 | |
Article Pages | 1-17 |