Oyelere, S.S., Olaleye, S.A., Balogun, O.S. et al. Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?. Educ Inf Technol (2021). https://doi.org/10.1007/s10639-021-10535-x
Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?
|Author:||Oyelere, Solomon Sunday1; Olaleye, Sunday Adewale2; Balogun, Oluwafemi Samson3;|
1Department of Computer Science, Electrical and Space Engineering, Luleå University of Technology, Luleå, Sweden
2Department of Marketing, Management and International Business, Oulu Business School, University of Oulu, Oulu, Finland
3School of Computing, University of Eastern Finland, Kuopio, Finland
4Faculty of Education, Pedagogical University of Cracow, Cracow, Poland
|Online Access:||PDF Full Text (PDF, 0.8 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2021041910906
|Publish Date:|| 2021-04-19
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.
Education and information technologies
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
113 Computer and information sciences
516 Educational sciences
Open access funding provided by Lulea University of Technology.
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