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Effects of teaching self-monitoring ...

Anson, Wendy.

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Effects of teaching self-monitoring in a distance learning course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of teaching self-monitoring in a distance learning course./
Author:	Anson, Wendy.
Description:	113 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3345.
Contained By:	Dissertation Abstracts International65-09A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3145154
ISBN:	0496044214

Effects of teaching self-monitoring in a distance learning course.
Anson, Wendy.

Effects of teaching self-monitoring in a distance learning course. - 113 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3345.

Thesis (Ph.D.)--University of Southern California, 2004.

Teaching via distance learning is a growing phenomenon. The technology-rich distance learning context affords what is potentially a wide variety of responses for student users. However, there is no instructor on site to monitor on-task learning

ISBN: 0496044214Subjects--Topical Terms:

1017498
Education, Technology.

Effects of teaching self-monitoring in a distance learning course.
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245 1 0 $a Effects of teaching self-monitoring in a distance learning course.
300 $a 113 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3345.
500 $a Adviser: Harold F. O'Neil, Jr.
502 $a Thesis (Ph.D.)--University of Southern California, 2004.
520 $a Teaching via distance learning is a growing phenomenon. The technology-rich distance learning context affords what is potentially a wide variety of responses for student users. However, there is no instructor on site to monitor on-task learning
520 $a The approach used by O'Neil, Jacoby, and Craig was modified so that a domain-independent instructional strategy was used to teach the metacognitive skill of self-monitoring; the skill was instantiated in a lesson on negotiation skills. The prima
520 $a Each of 40 graduate students in a university in southern California was randomly assigned to the treatment group (who completed the online self-monitoring treatment and the Negotiation Simulation Skills Assessment) or the control group (who comp
520 $a Although the instructional design was based on the literature and best practices, there was an over-emphasis on use of learner control, which was not effective for this sample. Post-hoc analyses showed some relationships between treatment condit
590 $a School code: 0208.
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Educational Psychology. $3 1017560
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790 1 0 $a O'Neil, Harold F., Jr., $e advisor
790 $a 0208
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3145154