Self-discipline as a Key Indicator to Improve Learning Outcomes in e-learning Environment

Gorbunovs, Aleksandrs; Kapenieks, Atis; Cakula, Sarma

doi:10.1016/j.sbspro.2016.09.100

Cited by 70 publications

(56 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Additionally, Kizilcec, Pérez-Sanagustín, and Maldonado (2017) have revealed that people with higher levels of selfregulated learning skills are likely to have better learning performance than those with lower levels of selfregulated learning skills. Gorbunovs, Kapenieks, and Cakula, (2016) have emphasised that self-discipline, especially in e-learning environments, should play a pivotal role in determining more preferable online learning outcomes.…”

Section: Self-management Of Learningmentioning

confidence: 99%

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Huang

2019

AJET

View full text Add to dashboard Cite

Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.

show abstract

Section: Self-management Of Learningmentioning

confidence: 99%

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Huang

2019

AJET

View full text Add to dashboard Cite

show abstract

“…Online learning is an opportunity for teachers to participate in lifelong learning and develop individual learning skills with ability for self-determination and control over own learning. Learnersí success in e-learning depends upon the self-discipline skills and daily routine study practices, which contribute to achieving personal goals and higher competence levels (Gorbunovs, Kapenieks, & Cakula, 2016). E-learning readiness is determined by two factors: autonomous learning and technology usage self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience

Mirķe

Cakula

Tzivian

2019

Journal of Teacher Education for Sustainability

Self Cite

View full text Add to dashboard Cite

Previous studies have analysed the need to measure learners’ readiness for online learning. In the framework of education reform in Latvia, by the end of 2021 the National Centre for Education will implement online courses for all school teachers. However, there is a lack of studies investigating teachers-as-learners’ readiness to study online in Latvia. The aim of the study was to assess Latvian teachers’ readiness to study online with focus on the differences of respondents’ socio-demographic or professional characteristics. 1092 teachers from 100 schools filled in the self-evaluation survey form online. Statistically significant differences were found in all subscales of the survey. Differences in digital skills and in readiness to study online were found at all education levels by respondents’ gender, age group or place of living. Younger respondents, males or city inhabitants showed higher rates. E-learning course should be customized, taking into account learners’ socio-demographic parameters and online learning readiness rate.

show abstract

“…Data used in the study of MMS, the researcher selected the self-discipline model analysis for good citizenship of undergraduate students. There are four main reasons for this: 1) it is a fundamental feature of human resource development that is an important force in society and nation ( [34]; [11]). The scope of self-discipline still has the limitations is quite abstract and extensive, and modify according to development by age, so the understanding of the self-discipline scope, 2) the results of the synthesis of documents related to the concept of the academic showed that there is the different description of the self-discipline characteristics, varied from five to twelve behaviors ( [44]; [8]; [26]).…”

Section: The Hypothetical Modelmentioning

confidence: 99%

Factor Structure and Measurement Invariance of the Self-discipline Model Using the Different-length Questionnaires: Application of Multiple Matrix Sampling

Damrongpanit¹

2019

ujer

View full text Add to dashboard Cite

The purposes of this study were to test the structural validity and to test the parameters invariance of the self-discipline measurement model for good student citizenship among the models, using the data from the 1,047 complete questionnaires and the reducing length questionnaires with multiple matrix sampling technique. The sample size of this study was 1,047 bachelor's degree students selected by means of a multi-stage sampling technique. A set of 5 rating scale and 89-item questionnaires, divided into two versions, 44 and 45 each. The data were analyzed by confirmatory factor analysis and multiple group analysis. The research findings were as follows: 1) the model can be used to confirm the self-discipline construct validity of 4 components as responsibility, honesty, compliance and patience with ambition and intention, and 2) patterns and parameters of the model were varied between the models using the data from the full questionnaire and the data that reduced the length of the questionnaire. However, the measurement model is consistent with the empirical data in both cases.

show abstract

Self-discipline as a Key Indicator to Improve Learning Outcomes in e-learning Environment

Cited by 70 publications

References 3 publications

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience

Factor Structure and Measurement Invariance of the Self-discipline Model Using the Different-length Questionnaires: Application of Multiple Matrix Sampling

Contact Info

Product

Resources

About