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Improving Undergraduates’ Experience of Online Learning and Involvement: An Innovative Online Pedagogy

Improving Undergraduates’ Experience of Online Learning and Involvement: An Innovative Online Pedagogy

Pei-Di Shen, Chia-Wen Tsai
Copyright: © 2013 |Volume: 9 |Issue: 3 |Pages: 13
ISSN: 1548-1115|EISSN: 1548-1123|EISBN13: 9781466634152|DOI: 10.4018/jeis.2013070105
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MLA

Shen, Pei-Di, and Chia-Wen Tsai. "Improving Undergraduates’ Experience of Online Learning and Involvement: An Innovative Online Pedagogy." IJEIS vol.9, no.3 2013: pp.100-112. http://doi.org/10.4018/jeis.2013070105

APA

Shen, P. & Tsai, C. (2013). Improving Undergraduates’ Experience of Online Learning and Involvement: An Innovative Online Pedagogy. International Journal of Enterprise Information Systems (IJEIS), 9(3), 100-112. http://doi.org/10.4018/jeis.2013070105

Chicago

Shen, Pei-Di, and Chia-Wen Tsai. "Improving Undergraduates’ Experience of Online Learning and Involvement: An Innovative Online Pedagogy," International Journal of Enterprise Information Systems (IJEIS) 9, no.3: 100-112. http://doi.org/10.4018/jeis.2013070105

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Abstract

As educators and teachers pay more attention to the applications of educational technologies and websites to help students achieve satisfactory learning outcomes, it is necessary to develop effective teaching methods integrated with technologies for both teachers and students. This study involved 96 undergraduates from two class sections in an experiment wherein the first class received the interventions of web-mediated Self-regulated Learning (SRL) and Collaborative Learning (CL) (Case 1), while the second one served as the control group (Case 2). The results of this study show that Case 1 students had a better experience of course learning and more positive attitudes toward the interventions of web-mediated SRL and CL than those in Case 2. In addition, Case 1 students’ involvement in learning in the web-mediated learning environments (5.0002) was also higher than those in Case 2 (4.7813), though insignificantly. Implications for teachers and schools are also provided in this paper.

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