Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

Abstract

This study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.

Teaching data science to undergraduate translation trainees: Pilot evaluation of a task-based course

“…For the quantitative strand of the study, a course satisfaction survey was conducted. The survey was adapted from Course Satisfaction Questionnaire (CSQ; Frey et al, 2003 ; Oyelere et al, 2021 ). According to previous studies, the CSQ was reliable and internally consistent with a Cronbach’s alpha of ~0.97 ( Wang et al, 2013 ; Oyelere et al, 2021 ).…”

“…The survey was adapted from Course Satisfaction Questionnaire (CSQ; Frey et al, 2003 ; Oyelere et al, 2021 ). According to previous studies, the CSQ was reliable and internally consistent with a Cronbach’s alpha of ~0.97 ( Wang et al, 2013 ; Oyelere et al, 2021 ). In the present study, the Cronbach’s alpha value of the survey was 0.96.…”

Effect of Time Spent on Facebook Social Networking Platform on Learner Academic Achievement in Computer Studies in Public Secondary Schools, Nairobi County, Kenya

“…Mathur et al (2019) proposed that teachers and other educationists should regulate the usage of FSNP to guarantee optimum utilization of the platform academic purposes and improved academic achievement. In a related study to examine the connection between students' teamwork experience, self-regulated learning, technology self-efficacy and performance in an online educational technology course, Oyelere, Olaleye, Balogun, and Tomczyk (2021) emphasized on the need to regulate time learners spend online. Oyelere et al (2021) observed that right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning and increased academic achievement.…”

“…In a related study to examine the connection between students' teamwork experience, self-regulated learning, technology self-efficacy and performance in an online educational technology course, Oyelere, Olaleye, Balogun, and Tomczyk (2021) emphasized on the need to regulate time learners spend online. Oyelere et al (2021) observed that right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning and increased academic achievement. Similarly, while Alwreikat, Zaid, and Shehata (2021) in a study to investigate the determinants of Facebook use among students and its impact on collaborative learning hold the opinion that the more time spend on FSNP the better learner academic achievement students achieve, the learning activities should be closely monitored by the tutors.…”

“…emphasized on the need for teachers to regulate the time to control learner concentration on the content learnt. Affirming this view point, in a study to examine the connection between students' teamwork experience, self-regulated learning, technology self-efficacy and performance in an online educational technology courseOyelere et al (2021) observed that right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning and increased academic achievement. This further implies that if learners are engaged on FSNP for regulated amount of time, they have a likelihood of posting high academic achievement than those who are not or are exposed to the platform for unregulated amount of time.…”