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Information Journal Paper

Title

THE RELATIONSHIP BETWEEN SELF-REGULATED LEARNING STRATEGIES, CRITICAL THINKING TENDENCY AND STUDENTS READINESS TO PARTICIPATE IN E-LEARNING COURSES

Pages

 Start Page 21 | End Page 42

Abstract

 One of the factors that can cause success or failure in using e-learning is students' READINESS TO PARTICIPATE IN E-LEARNING COURSES. Among the factors that could be effective in readiness of students to participate such e-learning courses are SELF-REGULATED LEARNING STRATEGIES and TENDENCY TO CRITICAL THINKING. Thus, the aim of the study was to investigate the role of SELF-REGULATED LEARNING STRATEGIES and TENDENCY TO CRITICAL THINKING in students' READINESS TO PARTICIPATE IN E-LEARNING COURSES. The research method was descriptive-correlational. The statistical population included all students of Kharazmi University in 2013. Using random sampling method, 250 individuals were selected as sample. To collect the data, the Ricketts' TENDENCY TO CRITICAL THINKING and SELF-REGULATED LEARNING STRATEGIES questionnaires, as well as students' readiness to participate in e-learning scale were used. Descriptive (mean, standard deviation) and inferential (correlation, regression and independent t tests) statistics were used for data analysis. The results showed that the correlation of SELF-REGULATED LEARNING STRATEGIES with students' readiness to participate in e-learning was 0.23 (R2 = 0.05) and of critical thinking with students' READINESS TO PARTICIPATE IN E-LEARNING COURSES is 0.24 (R2 = 0.07). So students' READINESS TO PARTICIPATE IN E-LEARNING COURSES can be predicted through SELF-REGULATED LEARNING STRATEGIES and TENDENCY TO CRITICAL THINKING. Results of t test showed that there was no significant difference between male and female, as well as graduate and undergraduate students in terms of READINESS TO PARTICIPATE IN E-LEARNING COURSES.

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