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Self-regulated learning by adults in...

Hogan, Kara.

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Self-regulated learning by adults in an online professional development context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-regulated learning by adults in an online professional development context./
Author:	Hogan, Kara.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	125 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103773
ISBN:	9781339673172

Self-regulated learning by adults in an online professional development context.
Hogan, Kara.

Self-regulated learning by adults in an online professional development context. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 125 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2016.

Research has been conducted regarding self-regulated learning in online higher education contexts; however, much less attention has been devoted to the study of self-regulated learning in online professional development contexts. Because of the differences between these two learning environments, the primary purpose of this dissertation was to explore the role of self-regulated learning by adult learners in the workforce in an online professional development context. A secondary purpose of the study was to evaluate the applicability of Winne and Hadwin's (1998) theoretical framework of self-regulated learning to an online professional development context. This exploratory study of adult learners participating in webinar-formatted online professional development examined the relationships between the key conditions of Winne and Hadwin's theoretical framework and adult learners' self-regulated learning behaviors. A self-report survey and microanalysis were used to collect data. Data analysis involved examining scatterplots and a correlation matrix of participants' self-report data and microanalysis scores in order to examine the relationships between learners' cognitive conditions and their cognitive operations and metacognitive evaluations.

ISBN: 9781339673172Subjects--Topical Terms:

517650
Educational psychology.

Self-regulated learning by adults in an online professional development context.
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