東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A pilot study to investigate the rel...

Kumrow, David Edward.

FindBook

Google Book

Amazon

博客來

A pilot study to investigate the relationship between student self-regulatory resource management strategies and academic achievement in a Web-based hybrid graduate nursing course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A pilot study to investigate the relationship between student self-regulatory resource management strategies and academic achievement in a Web-based hybrid graduate nursing course./
作者:	Kumrow, David Edward.
面頁冊數:	126 p.
附註:	Adviser: Edward Kazlauskas.
Contained By:	Dissertation Abstracts International66-06B.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180478
ISBN:	9780542206009

A pilot study to investigate the relationship between student self-regulatory resource management strategies and academic achievement in a Web-based hybrid graduate nursing course.
Kumrow, David Edward.

A pilot study to investigate the relationship between student self-regulatory resource management strategies and academic achievement in a Web-based hybrid graduate nursing course. - 126 p.

Adviser: Edward Kazlauskas.

Thesis (Ed.D.)--University of Southern California, 2005.

Web-based hybrid courses---those in which at least half of the course is conducted online while the remaining portion is taught in the traditional face-to-face format---are gaining in popularity within institutions of higher learning for both undergraduate and graduate education. However, a literature review revealed that this new learning environment tends to favor autonomous, self-regulated learners. The construct of self-regulation is complex and multifaceted. This pilot study examined one of these elements: resource management strategies. The self-regulatory resource strategies selected for this study were time management, study environment, effort regulation, help seeking, and peer learning. The purpose of the study was to examine how predictive these five resource management strategies are in determining whether a student will be successful academically within a hybrid learning environment. A secondary objective of the study was to examine affective behavior: how a student felt about the method of instruction and whether this had a relationship to resource strategies employed and/or academic achievement. The sample (N = 38) consisted of graduate nursing students enrolled in two sections---one hybrid (treatment) and the other lecture (control)---of a health care economics course at a major public urban 4-year west coast university. Study participants were administered a 19-item Resource Management Strategies Survey both pre and post course, and a 10-item Affective Behaviors Survey at course completion. Academic achievement was measured by end-of-course grades. All data were collected over the course of single semester. The results of the study showed that students in the hybrid section had significantly higher end-of-course grades and had a significantly higher favorable rating (affective behavior) of their particular method of instruction. A t-test comparison of resource strategies found that only time management scores in the hybrid section changed significantly over the pre-post time frame. Of the five resource management strategies examined, only help seeking showed a significant correlation with end-of-course grades in both sections. Implications and areas for future research are discussed.

ISBN: 9780542206009Subjects--Topical Terms:

543175
Education, Higher.

A pilot study to investigate the relationship between student self-regulatory resource management strategies and academic achievement in a Web-based hybrid graduate nursing course.
LDR:03260nam 2200289 a 45 001 972900
005 20110928
008 110928s2005 eng d
020 $a 9780542206009
035 $a (UnM)AAI3180478
035 $a AAI3180478
040 $a UnM $c UnM
100 1 $a Kumrow, David Edward. $3 1296866
245 1 2 $a A pilot study to investigate the relationship between student self-regulatory resource management strategies and academic achievement in a Web-based hybrid graduate nursing course.
300 $a 126 p.
500 $a Adviser: Edward Kazlauskas.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: B, page: 3059.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a Web-based hybrid courses---those in which at least half of the course is conducted online while the remaining portion is taught in the traditional face-to-face format---are gaining in popularity within institutions of higher learning for both undergraduate and graduate education. However, a literature review revealed that this new learning environment tends to favor autonomous, self-regulated learners. The construct of self-regulation is complex and multifaceted. This pilot study examined one of these elements: resource management strategies. The self-regulatory resource strategies selected for this study were time management, study environment, effort regulation, help seeking, and peer learning. The purpose of the study was to examine how predictive these five resource management strategies are in determining whether a student will be successful academically within a hybrid learning environment. A secondary objective of the study was to examine affective behavior: how a student felt about the method of instruction and whether this had a relationship to resource strategies employed and/or academic achievement. The sample (N = 38) consisted of graduate nursing students enrolled in two sections---one hybrid (treatment) and the other lecture (control)---of a health care economics course at a major public urban 4-year west coast university. Study participants were administered a 19-item Resource Management Strategies Survey both pre and post course, and a 10-item Affective Behaviors Survey at course completion. Academic achievement was measured by end-of-course grades. All data were collected over the course of single semester. The results of the study showed that students in the hybrid section had significantly higher end-of-course grades and had a significantly higher favorable rating (affective behavior) of their particular method of instruction. A t-test comparison of resource strategies found that only time management scores in the hybrid section changed significantly over the pre-post time frame. Of the five resource management strategies examined, only help seeking showed a significant correlation with end-of-course grades in both sections. Implications and areas for future research are discussed.
590 $a School code: 0208.
650 4 $a Education, Higher. $3 543175
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
690 $a 0350
690 $a 0569
690 $a 0745
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 66-06B.
790 $a 0208
790 1 0 $a Kazlauskas, Edward, $e advisor
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180478