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Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

Cherng-Jyh Yen, Chih-Hsiung Tu, Laura E. Sujo-Montes, Shadow W. J. Armfield, Junn-Yih Chan
Copyright: © 2013 |Volume: 8 |Issue: 1 |Pages: 20
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781466631205|DOI: 10.4018/jwltt.2013010104
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MLA

Yen, Cherng-Jyh, et al. "Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment." IJWLTT vol.8, no.1 2013: pp.46-65. http://doi.org/10.4018/jwltt.2013010104

APA

Yen, C., Tu, C., Sujo-Montes, L. E., Armfield, S. W., & Chan, J. (2013). Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 8(1), 46-65. http://doi.org/10.4018/jwltt.2013010104

Chicago

Yen, Cherng-Jyh, et al. "Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 8, no.1: 46-65. http://doi.org/10.4018/jwltt.2013010104

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Abstract

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of initiative and sense of control with regard to iGoogle gadgets management in PLE. This study has concluded that goal setting, time management, and task strategies in self-regulated learning can predict level of initiative in organizing PLE. Furthermore, goal setting and task strategies can predict sense of control in PLE management.

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