The Influence of the Openness of an E-Learning Situation on Adult Students' Self-Regulation

Autor/in	Jezegou, Annie
Titel	The Influence of the Openness of an E-Learning Situation on Adult Students' Self-Regulation
Quelle	In: International Review of Research in Open and Distance Learning, 14 (2013) 3, S.182-201 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Electronic Learning; Metacognition; French; Independent Study; Distance Education; Adult Learning; Engineering Education; Qualitative Research; Student Adjustment; Student Behavior; Higher Education; Educational Technology; Social Cognition; Social Theories; Open Education; Test Validity; Role; Educational Environment; Student Characteristics + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Französisch; Selbststudium; Distance study; Distance learning; Fernunterricht; Adulte education; Adult training; Erwachsenenbildung; Ingenieurausbildung; Qualitative Forschung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Soziale Kognition; Gesellschaftstheorie; Offene Erziehung; Offener Unterricht; Testvalidität; Rollen; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This article presents empirical research conducted with French speaking adults studying for a diploma. Their training took place mainly in e-learning. The goal of this research was to identify and explain the processes of influence existing between two specific dimensions: the degree of openness of the components of the e-learning situation and students' self-regulated behaviors in the management of these components. This research was based on the socio-cognitive theory of self-regulation (Bandura, 1986; Schunk & Zimmerman, 2007; Zimmerman, 2002) and on a theoretical definition of the notion of "openness" (Jezegou, 2005). It applied the "actantial model" (Greimas, 1966; Hiernaux, 1977) for analyzing data collected while using a specific validated instrument of assessment of openness (Jezegou, 2010a). The main results of this empirical work are the role played by three psychological dimensions in the influence processes identified. More empirical study is required to confirm their validity. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10