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Exploring the Effects of Web-Enabled Self-Regulated Learning and Online Class Frequency on Students' Computing Skills in Blended Learning Courses

Exploring the Effects of Web-Enabled Self-Regulated Learning and Online Class Frequency on Students' Computing Skills in Blended Learning Courses

Pei-Di Shen, Chia-Wen Tsai
Copyright: © 2009 |Volume: 1 |Issue: 3 |Pages: 16
ISSN: 1941-8647|EISSN: 1941-8655|ISSN: 1941-8647|EISBN13: 9781616921040|EISSN: 1941-8655|DOI: 10.4018/jmbl.2009092201
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MLA

Shen, Pei-Di, and Chia-Wen Tsai. "Exploring the Effects of Web-Enabled Self-Regulated Learning and Online Class Frequency on Students' Computing Skills in Blended Learning Courses." IJMBL vol.1, no.3 2009: pp.1-16. http://doi.org/10.4018/jmbl.2009092201

APA

Shen, P. & Tsai, C. (2009). Exploring the Effects of Web-Enabled Self-Regulated Learning and Online Class Frequency on Students' Computing Skills in Blended Learning Courses. International Journal of Mobile and Blended Learning (IJMBL), 1(3), 1-16. http://doi.org/10.4018/jmbl.2009092201

Chicago

Shen, Pei-Di, and Chia-Wen Tsai. "Exploring the Effects of Web-Enabled Self-Regulated Learning and Online Class Frequency on Students' Computing Skills in Blended Learning Courses," International Journal of Mobile and Blended Learning (IJMBL) 1, no.3: 1-16. http://doi.org/10.4018/jmbl.2009092201

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Abstract

Web-based courses have shown to be successful in providing quality distance education. However, due to a national education policy, pure online courses are not permitted in Taiwan. In addition, there exists a lack of appropriate design and delivery of blended learning courses. In this study, the authors conducted a quasi-experiment to examine the effects in applying blended learning (BL) with web-enabled self-regulated learning (SRL) to enhance students’ skills of deploying database management system (DBMS). Four class sections with a total of 172 second-year students were taken as four distinct groups. The results showed that students in the SRL and BL groups with 5 online classes had the highest grades for using DBMS among the four groups. Students who received the treatments of web-enabled SRL also outperformed a control group that did not have the benefit of instruction in SRL. The implications of this study are also discussed.

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