University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification

Theerapong Binali, Chin-Chung Tsai, Hsin Yi Chang*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

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.

原文英語
文章編號104315
期刊Computers and Education
175
DOIs
出版狀態已發佈 - 2021 十二月

ASJC Scopus subject areas

  • 電腦科學(全部)
  • 教育

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