University of Oulu

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?

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Author: Oyelere, Solomon Sunday1; Olaleye, Sunday Adewale2; Balogun, Oluwafemi Samson3;
Organizations: 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
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.8 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2021041910906
Language: English
Published: Springer Nature, 2021
Publish Date: 2021-04-19
Description:

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.

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Series: Education and information technologies
ISSN: 1360-2357
ISSN-E: 1573-7608
ISSN-L: 1360-2357
Volume: In press
DOI: 10.1007/s10639-021-10535-x
OADOI: https://oadoi.org/10.1007/s10639-021-10535-x
Type of Publication: A1 Journal article – refereed
Field of Science: 113 Computer and information sciences
516 Educational sciences
Subjects:
Funding: Open access funding provided by Lulea University of Technology.
Copyright information: © The Author(s) 2021. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
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