This study identified five effective self-regulated learning (SRL), investigated the correlation of demographic information and SRL, and measured significant predictor of prior experiences on SRL. Eighty-eight Thai learners participated in the SRL survey, which was adapted from the MSLQ. The findings indicated that Intrinsic Goal and Self-Efficacy were correlated with Cognitive Strategy and Study Management, but Test Anxiety was not significantly related with any component. Multiple regressions indicated that Internet and Hybrid-course experiences were significant predictors of Study Management. The same results indicated that learners who had more Internet experience reported a significantly higher level of Self-Efficacy and Cognitive Strategy.
This article explores the social network of learning beyond a functional understanding of social relations. It describes and interprets the realities of networked learning within a particular postgraduate course in an English university setting. It draws attention to some of the limitations of the increasing interest in the use of social network analysis (SNA) alongside content analysis of recent studies in the field of networked learning. In particular, SNA has been used to analyse response relations among participants in online discussions in terms of, for example, density and centrality. It argues for a different approach to a network of learning, focusing on the relational effects of multiple technical and social arrangements and engagements beyond the response relations the online environment is able to capture and store. This approach emphasizes network processes rather than network structures.
Impact is possibly the most frequently evaluated construct associated with any kind of technological diffusion or adoption within educational settings. Seemingly endless research projects are funded to measure it and to validate the educational value we have become adept at inscribing into practically all novel technologies brought to our attention through official documents or government initiatives. This article revisits the virtual learning environment known as Blackboard. It addresses the notion of impact surrounding the e-learning initiative in the UK context, with particular reference to the case of one university. It seeks to move towards a ‘softer’ conceptualisation of how we may study the workings of a virtual environment. To this end it draws on the work of de Laet and Mol concerning the mechanics of the bush pump to argue that there is no Blackboard (or other technology) in itself that is completely finished in its design or make-up. How a given technology works is not just a matter of concern for software developers located and employed at Blackboard, Inc. or similar organisations. Its effective use is not just about putting it to work on some requirement or content. Rather, as it becomes installed, distributed and accessed across time and space within specific localities, it enacts multiple ways of working: it works with. The workings of the virtual environment are not merely applied but, rather, they are coordinated in specific forms locally. Having this ‘softer’ understanding would allow us to explore how technology works not only in terms of how, but also in terms of where, and would show that for it to work properly it has to be located with.
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