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Paper Information

Journal:   CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES   FALL 2012 , Volume 9 , Number 34; Page(s) 1 To 17.
 
Paper: 

THE ROLE OF STUDENTS' SELF-REGULATED LEARNING STRATEGIES, COMPUTER SKILLS AND ACADEMIC ACHIEVEMENT IN THEIR VIEWS ABOUT SYNCHRONOUS AND ASYNCHRONOUS INTERACTIONS IN BLENDED COMBINED LEARNING APPROACH

 
 
Author(s):  AJAM ALI AKBAR*, JAFARY SAANY HOSSEIN, MAHRAM BEHROOZ, AHANCHIAN MOHAMMAD REZA
 
* FERDOWSI MASHHAD UNIVERSITY, MASHHAD, IRAN
 
Abstract: 

This study was conducted with the aim of investigating the role of students' self-regulated learning strategies, computer skills and academic achievement in their views about synchronous and asynchronous interactions in combined learning approach. This study was a descriptive-comparative research. The study population included all of the students enrolled in Mashhad Payam e-Noor (distance education) University. Out of them, 382 students were selected by simple random sampling method by using Cokeran's formula. Data collection tools were Pint rich and DeGroot's self-regulated learning questionnaire, the researcher-made questionnaire on students' computer skills and the questionnaire about the students’ views on synchronous and asynchronous combined learning approach. The results showed that there was no significant difference between male and female students' self-regulated learning strategies and the students agreed with synchronous and asynchronous interactions in combined learning approach. There was no significant difference between male and female students' self-regulated learning strategies. computer skills and academic achievement, and their views about synchronous and asynchronous interactions in learning approach. Students' self-regulated learning, computer skills and academic achievement all are appropriate predictors of their views about synchronous and asynchronous interactions in blended combined learning approach.

 
Keyword(s): LEARNING, SYNCHRONOUS INTERACTION, ASYNCHRONOUS INTERACTION, SELF-REGULATION, COMPUTER SKILLS, ACADEMIC ACHIEVEMENT
 
References: 
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