The Impact of Lecture Webcasts and Student Self-Regulated Learning on Academic Outcomes
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The growth of online technologies and their incorporation into learning environments is based on the expectation that including technologically-based supportive tools into a blended ...
The growth of online technologies and their incorporation into learning environments is based on the expectation that including technologically-based supportive tools into a blended
learning environment will substantially improve students\’ learning outcomes. However, very little is known about the motivational, cognitive, and behavioural self-regulation attributes that
may contribute to student success in blended learning. Using a social cognitive view of selfregulated learning as a theoretical framework (Pintrich, 1999, 2004; Zimmerman, 1989,1998,& 2002) the present study examined the relations between students\’ self-regulation attributes and their academic outcomes in a blended learning course that provided the webcast recording of the face-to-face lectures, online access to weekly quizzes and course assignment and question/discussion boards. Additionally, this study examined whether webcast viewing was
associated with students` academic outcomes in the course.
A small, but significant positive correlation was found between students\’ overall viewing times and their academic outcomes in the course. Students were generally more likely to
view the webcasts either immediately after the weekly lecture or on the days immediately preceding their scheduled exam in the course. An exploratory path analysis indicated that
intrinsic goal orientation, time and environment management, effort regulation, and self-efficacy had significant impacts on students’ final grades. Students with low self-regulation skills could
benefit from webcasts as long as they were driven by intrinsic rewards and could direct their efforts to the task at hand.
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