Measuring self-regulation in online and blended learning environments
ARTICLE
Lucy Barnard, William Y. Lan, Yen M. To, Valerie Osland Paton, Shu-Ling Lai
Internet and Higher Education Volume 12, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
In developing the Online Self-regulated Learning Questionnaire (OSLQ) to address the need for an instrument measuring self-regulation in the online learning environment, this study provides evidence toward the reliability and validity of the instrument. Data were collected from two samples of students. The first sample of students took coursework using an online course format while a second sample of students took coursework delivered via a blended or hybrid course format. Cronbach alpha (
Citation
Barnard, L., Lan, W.Y., To, Y.M., Paton, V.O. & Lai, S.L. (2009). Measuring self-regulation in online and blended learning environments. Internet and Higher Education, 12(1), 1-6. Elsevier Ltd. Retrieved March 28, 2024 from https://www.learntechlib.org/p/105502/.
This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2008.10.005Keywords
- blended learning
- Computer Assisted Instruction
- Course Organization
- educational technology
- electronic learning
- internet
- Learner Controlled Instruction
- online courses
- online learning
- Psychometrics
- Questionnaires
- self-regulation
- Statistical Analysis
- Test Construction
- Test Reliability
- Test Validity
- Web Based Instruction
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