Using the BookRoll E-Book System to Promote Self-Regulated Learning, Self-Efficacy and Academic Achievement for University Students

Autor/inn/en	Chen, Cheng-Huan; Su, Chien-Yuan
Titel	Using the BookRoll E-Book System to Promote Self-Regulated Learning, Self-Efficacy and Academic Achievement for University Students
Quelle	In: Educational Technology & Society, 22 (2019) 4, S.33-46 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Educational Technology; Electronic Publishing; Books; Learning Strategies; Self Efficacy; Academic Achievement; College Freshmen; Foreign Countries; Teaching Methods; Student Behavior; Integrated Learning Systems; Student Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-efficacy; Selbstwirksamkeit; Schulleistung; Studienanfänger; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten
Abstract	This study introduced BookRoll, a digital teaching material delivery and e-book reading system, to record and trace students' preview status through the BookRoll dashboard in a university course and further support their self-regulated learning. One hundred nine freshmen from two separate classes at a university located in central Taiwan participated in this study, and their self-regulated learning and self-efficacy as well as academic achievement were evaluated. One class of 53 students was assigned to an experimental group using the BookRoll system embedded in Moodle, and the other class of 56 students was assigned a control group using Moodle without embedded BookRoll. This study indicated that the group of students using BookRoll exhibited significant improvements in self-regulated learning and self-efficacy; furthermore, the gain scores of the experiment group in self-regulated learning and self-efficacy were both significantly higher than those of the control group. In addition, a significant difference in academic achievement was also found between the two groups. Moreover, students' online e-book reading behaviors including attaching bookmarks, adding/deleting markers, attaching/removing/editing memos, and slide switching (next/previous/jumping page) were positively significantly correlated to their academic achievement. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Road, Kaohsiung, 80424, Taiwan. Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01