Achieving Effective Learning Effects in the Blended Course: A Combined Approach of Online Self-Regulated Learning and Collaborative Learning with Initiation

Tsai, Chia‐Wen

doi:10.1089/cyber.2010.0388

Cited by 32 publications

(15 citation statements)

References 40 publications

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“…Synchronous and asynchronous communication tools such as online chats and forums enable students to communicate and complete their tasks (Schworm & Gruber, ). However, teachers are challenged to concentrate students' attention in an online or blended course in an environment that is full of shopping websites, online games, and social networking websites (eg, Facebook) (Tsai, ). That is, online learning environments may not meet the original purpose of providing students with a tool to support their learning process during the semester (Stricker, Weibel & Wissmath, ).…”

Section: Background and Objectivesmentioning

confidence: 99%

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Tsai¹,

Shen²,

Fan³

2013

Brit J Educational Tech

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Section: Background and Objectivesmentioning

confidence: 99%

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Tsai¹,

Shen²,

Fan³

2013

Brit J Educational Tech

Self Cite

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“…Positive outcomes originating from collaborative learning have been reported in numerous studies (Web and Palincsar 1996;Veenman et al 2005;Tsai 2011;Järvelä and Hadwin 2013). However, dividing students into groups does not necessarily result in productive collaborative learning (Barron 2003).…”

Section: Introductionmentioning

confidence: 96%

Exploring the behavioral patterns of Co-regulation in mobile computer-supported collaborative learning

Zheng

2016

Smart Learn. Environ.

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This study examined the behavioral patterns of co-regulation in a mobile computer-supported collaborative learning context. Participants in this study included 101 undergraduate students majoring in law or Chinese language and literature. Content analysis and lag sequential analysis were conducted to analyze the behavioral patterns of co-regulation for four weeks. The results indicated that the main co-regulation behaviors included establishing goals, making plans, enacting strategies, monitoring and controlling, reflecting and evaluating, and adapting metacognition. The behavioral sequences from week 1 to week 4 demonstrated different characteristics. In addition, the high-achievement groups and low-achievement groups presented distinct differences in behavioral sequences. The implications for CSCL and limitations are also discussed.

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“…Lai, Liu, Liu, and Huang learning experiences (Y. M. Huang & Chiu, 2014;Tsai, 2011;Ward, Peters, & Shelley, 2010). Yang (2011 argued that students with a low cognitive level may resist synchronous in-class questions because they need more time to think and reflect on the questions.…”

Section: Using Positive Visual Stimuli To Lighten the Online Learningmentioning

confidence: 99%

Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning

Lai

Liu

et al. 2016

IRRODL

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also revealed that significant improvements in test scores were not apparent regardless of whether or not amusing visual stimuli were used. The findings imply that showing funny images as a stimulus enhances students' affective states in student-teacher interactions during online learning activities.Keywords: positive visual stimuli, in-class question, online learning, synchronous learning platform , funny image IntroductionAlthough students are familiar with watching video on demand, they lack experience in formal synchronous learning (Cole, 2009;Warden, Stanworth, Ren, & Warden, 2013). As noted by Warden et al.'s (2013) nine-year action study, creating social interactions within a virtual space that emulates a physical classroom remains challenging. In other words, we cannot expect that simply making technology available to teachers and students will automatically translate to selfdirected learning (Y.-M. Huang, Huang, & Wu, 2014; Y.-M. Huang, Huang, Liu, & Tsai, 2013;Sieber, 2005). Therefore, as the instructor does in a conventional physical classroom, synchronous online classes must also be well managed in regard to motivating students to participate (Warden et al., 2013).In order to keep abreast of student learning in a physical classroom, using in-class questions is an efficient instructional strategy. This strategy prevents one-sided communication and gives teachers an opportunity to fulfill student needs (Y.-M. Huang, Liu, Chen, & Wen, 2014;Woolfolk, 2004). Moreover, learners exposed to in-class questions will concentrate their attention on the course unit and have a chance to immediately integrate newly learned knowledge into their existing base of knowledge (Chan, Tam, & Li, 2011). In summary, in-class questions are considered to be an effective instructional strategy to remarkably promote class interaction between teachers and students (Williamson Sprague & Dahl, 2009).Moreover, some studies have found that discussing in-class questions in synchronous learning is beneficial. N. S. Chen, Wei, and Huang (2013) found that synchronous questions (such as quizzes, chat rooms, and oral communication) can provide timely and interactive feedback leading to both improved teaching and learning. Teachers can collect instructional information though synchronous questions that allow immediate changes in the pedagogy applied during instructional activities in order to advance real-time adaptivity to the level at which learners are understanding the material being taught at the time. Students receiving immediate feedback have opportunities for reflection and can therefore improve their performance. Also, Yang (2011) pointed out that a key element in successful learning through computer-mediated communication is to engage students in student-teacher interactions for online learning activities. Yang (2011) thus proposed a study for engaging students in online learning by developing in-class questions intended to enhance student-teacher interactions. & Robson, 1998). In other words, test anxiety and pressure are pa...

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Achieving Effective Learning Effects in the Blended Course: A Combined Approach of Online Self-Regulated Learning and Collaborative Learning with Initiation

Cited by 32 publications

References 40 publications

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Exploring the behavioral patterns of Co-regulation in mobile computer-supported collaborative learning

Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning

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