TY - JOUR
T1 - University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification
AU - Binali, Theerapong
AU - Tsai, Chin Chung
AU - Chang, Hsin Yi
N1 - Funding Information:
This work was financially supported by the Institute for Research Excellence in Learning Sciences of National Taiwan Normal University ( NTNU ) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education ( MOE ) in Taiwan. This study was also supported in part by Ministry of Science and Technology, Taiwan , under Grants MOST 108-2511-H-003-038-MY3 and MOST 108-2628-H-003-001-MY3 .
Publisher Copyright:
© 2021 The Authors
PY - 2021/12
Y1 - 2021/12
N2 - This study examined university students’ online learning profiles in terms of activities, purposes, and engagement, and how the different profiles related to metacognitive regulation and internet-specific epistemic justification. Three questionnaires were used to collect data from 389 undergraduate and graduate students in Thailand. The results indicated five emergent clusters as follows: highly-engaged self-driven online contributors, moderately engaged self-driven online viewers, less engaged self-driven online learners, highly engaged course-driven online learners, and less engaged course-driven online learners. Moreover, the students of the five clusters who demonstrated different online learning profiles showed significant differences in their metacognitive regulation and internet-specific epistemic justification. Implications are discussed.
AB - This study examined university students’ online learning profiles in terms of activities, purposes, and engagement, and how the different profiles related to metacognitive regulation and internet-specific epistemic justification. Three questionnaires were used to collect data from 389 undergraduate and graduate students in Thailand. The results indicated five emergent clusters as follows: highly-engaged self-driven online contributors, moderately engaged self-driven online viewers, less engaged self-driven online learners, highly engaged course-driven online learners, and less engaged course-driven online learners. Moreover, the students of the five clusters who demonstrated different online learning profiles showed significant differences in their metacognitive regulation and internet-specific epistemic justification. Implications are discussed.
KW - Internet-specific epistemic belief
KW - Metacognitive regulation
KW - Online learning profiles
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U2 - 10.1016/j.compedu.2021.104315
DO - 10.1016/j.compedu.2021.104315
M3 - Article
AN - SCOPUS:85114122970
SN - 0360-1315
VL - 175
JO - Computers and Education
JF - Computers and Education
M1 - 104315
ER -