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Effects of teaching self-monitoring ...
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Anson, Wendy.
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Effects of teaching self-monitoring in a distance learning course.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Effects of teaching self-monitoring in a distance learning course./
作者:
Anson, Wendy.
面頁冊數:
113 p.
附註:
Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3345.
Contained By:
Dissertation Abstracts International65-09A.
標題:
Education, Technology. -
電子資源:
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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Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3345.
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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
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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
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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
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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
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