Cited By
View all- Sui CYen MChang C(2024)Investigating effects of perceived technology-enhanced environment on self-regulated learningEducation and Information Technologies10.1007/s10639-023-12270-x29:1(161-183)Online publication date: 1-Jan-2024
Acceptance of and self-regulatory practices in online learning and their effects on the participation of Hong Kong secondary school students in online learning
Pages 8715 - 8732
Abstract
This study investigated how the acceptance and use of self-regulatory strategies in online learning affected Hong Kong secondary school students’ participation in online learning. A self-reported questionnaire was distributed to 1381 students from six secondary schools. Findings of the descriptive analysis indicated that students did not frequently use most types of online self-regulatory strategies. Although they agreed that the online learning methods were easy to use and facilitated learning, they did not actively participate in online learning activities and showed a low tendency to continuation. Further, structural equation modeling indicated that the effect of strategy use on actual participation was stronger than that of user acceptance. The former had a significant indirect effect on actual participation through the strong effect it had on user acceptance. Consequently, suggestions have been made for improving the instructional design of online learning and increasing students’ willingness and readiness to participate in online learning.
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Published: 27 December 2022
Accepted: 20 December 2022
Received: 01 August 2022
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View all- Sui CYen MChang C(2024)Investigating effects of perceived technology-enhanced environment on self-regulated learningEducation and Information Technologies10.1007/s10639-023-12270-x29:1(161-183)Online publication date: 1-Jan-2024
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