Status: Bibliographieeintrag
Standort: ---
Exemplare:
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| Online-Ressource |
Verfasst von: | Butz, Sophie [VerfasserIn]  |
| Bellhäuser, Henrik [VerfasserIn]  |
| Karlen, Yves [VerfasserIn]  |
| Hertel, Silke [VerfasserIn]  |
Titel: | New ways in fostering self-regulated learning at university |
Titelzusatz: | how effective are web-based courses when compared to regular attendance-based courses? |
Verf.angabe: | Sophie van der Beek, Henrik Bellhäuser, Yves Karlen, and Silke Hertel |
E-Jahr: | 2020 |
Jahr: | [2020] |
Jahr des Originals: | 2019 |
Umfang: | 13 S. |
Fussnoten: | Gesehen am 20.04.2020 |
Weitere Titel: | Deutsche Zusammenfassung: Vermittlung von Selbstreguliertem Lernen im Studium: Wie wirksam sind E-Learning Veranstaltungen im Vergleich zu Präsenz-Seminaren? |
Titel Quelle: | Enthalten in: Zeitschrift für pädagogische Psychologie |
Ort Quelle: | Bern : Huber, 1995 |
Jahr Quelle: | 2020 |
Band/Heft Quelle: | 34(2020), 2, Seite 117-129 |
ISSN Quelle: | 1664-2910 |
Abstract: | . Self-regulated learning is essential for studying successfully at university. However, students often show deficits in their ability to learn in a self-regulated way. Consequently, it has become crucial to foster students' self-regulated learning at university. The effectiveness of such courses has primarily been investigated in regular class contexts that require physical attendance. However, web-based course formats are currently gaining in importance. Web-based courses have several advantages (e. g., that students can decide when and where they want to study). The question of whether a web-based course is as effective as an attendance-based one has yet to be answered. In a randomized intervention study (N = 186 university students) with two different treatments (attendance-based and web-based courses), it was investigated whether students in the web-based format profited to the same extent as students in the attendance-based course. Kirkpatrick's model was implemented for evaluation. The results showed that the students were very satisfied with both course formats, self-regulated learning was considered useful for studying, and the subjective and objective increases in learning were high. Furthermore, the results showed that self-regulated learning can be fostered in the web-based course as effectively as in the attendance-based course. |
DOI: | doi:10.1024/1010-0652/a000254 |
URL: | Bitte beachten Sie: Dies ist ein Bibliographieeintrag. Ein Volltextzugriff für Mitglieder der Universität besteht hier nur, falls für die entsprechende Zeitschrift/den entsprechenden Sammelband ein Abonnement besteht oder es sich um einen OpenAccess-Titel handelt.
Volltext ; Verlag: https://doi.org/10.1024/1010-0652/a000254 |
| Volltext: https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000254 |
| DOI: https://doi.org/10.1024/1010-0652/a000254 |
Datenträger: | Online-Ressource |
Sprache: | eng |
K10plus-PPN: | 1694964132 |
Verknüpfungen: | → Zeitschrift |
New ways in fostering self-regulated learning at university / Butz, Sophie [VerfasserIn]; [2020] (Online-Ressource)
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