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The relationship between academic se...

Lynch, Richard.

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The relationship between academic self-regulation and online distance education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship between academic self-regulation and online distance education./
Author:	Lynch, Richard.
Description:	142 p.
Notes:	Adviser: Myron Dembo.
Contained By:	Dissertation Abstracts International64-12A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3116750
ISBN:	9780496641833

The relationship between academic self-regulation and online distance education.
Lynch, Richard.

The relationship between academic self-regulation and online distance education. - 142 p.

Adviser: Myron Dembo.

Thesis (Ph.D.)--University of Southern California, 2003.

Online distance education is a new and burgeoning area of academic endeavor. Both traditional universities and newly established "virtual" universities are offering online programs in diverse fields to diverse target groups. Although there exists an extensive body of distance education research, much of that research consists primarily of group comparison studies evaluating the academic outcome effectiveness of distance versus face-to-face delivery modalities. Relatively little research has focused on individual differences among distance learners generally and among online distance learners specifically. Along with the relative dearth of research examining individual online learner characteristics, there has been little attempt to apply comprehensive learning theory to online learning research.

ISBN: 9780496641833Subjects--Topical Terms:

1017498
Education, Technology.

The relationship between academic self-regulation and online distance education.
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020 $a 9780496641833
035 $a (UMI)AAI3116750
035 $a AAI3116750
040 $a UMI $c UMI
100 1 $a Lynch, Richard. $3 1270254
245 1 4 $a The relationship between academic self-regulation and online distance education.
300 $a 142 p.
500 $a Adviser: Myron Dembo.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4432.
502 $a Thesis (Ph.D.)--University of Southern California, 2003.
520 $a Online distance education is a new and burgeoning area of academic endeavor. Both traditional universities and newly established "virtual" universities are offering online programs in diverse fields to diverse target groups. Although there exists an extensive body of distance education research, much of that research consists primarily of group comparison studies evaluating the academic outcome effectiveness of distance versus face-to-face delivery modalities. Relatively little research has focused on individual differences among distance learners generally and among online distance learners specifically. Along with the relative dearth of research examining individual online learner characteristics, there has been little attempt to apply comprehensive learning theory to online learning research.
520 $a In an attempt to redress these deficiencies, this study reviewed the distance education literature in order to identify those learner characteristics that are predictive of academic success in distance learning generally and in online learning specifically. It then reviewed the social cognitive self-regulation literature in order to show how its emphasis on individual learner characteristics provides a valuable learner-centered conceptual framework for online education research. Since academic self-regulation is a multi-dimensional construct, the various dimensions of self-regulation were identified and discussed. Five dimensions were judged likely to be predictive of online learning performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was employed as a control measure and academic performance was operationalized as final course grades.
520 $a Data were collected from 94 students in a blended (part online, part face-to-face) undergraduate marketing class at a major west coast university during spring and fall semesters, 2002. Stepwise multiple regression analysis revealed that only verbal ability and self-efficacy for learning and performance related significantly to academic performance, together explaining 11.5% of the variance in course grades. Self-efficacy for learning and performance alone accounted for 6% of the variance. Based upon these results, recommendations for practice as well as for further research were provided.
590 $a School code: 0208.
650 4 $a Education, Technology. $3 1017498
690 $a 0710
710 2 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 64-12A.
790 $a 0208
790 1 0 $a Dembo, Myron, $e advisor
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3116750