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

19 引文 斯高帕斯(Scopus)

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 12月

ASJC Scopus subject areas

  • 電腦科學(全部)
  • 教育

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