The application of social cognitive theory to web-based learning through NetPorts
Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web‐based self‐regulated learning from the social cognitive perspective, which emphasizes the interac...
Saved in:
| Published in | British journal of educational technology Vol. 38; no. 4; pp. 600 - 612 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.07.2007
Blackwell Publishing |
| Subjects | |
| Online Access | Get full text |
Cover
Loading…
| Abstract | Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web‐based self‐regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences.
This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self‐regulated learning, and also applied this model to the development of the NetPorts web‐based learning system. NetPorts, in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web‐based findings support the social cognitive view of self‐regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web‐based learning environment. These findings also further validate the application of the social cognitive model to Web‐based learning through the NetPorts. |
|---|---|
| AbstractList | Abstract
Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web‐based self‐regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences.
This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self‐regulated learning, and also applied this model to the development of the
NetPorts
web‐based learning system.
NetPorts
, in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web‐based findings support the social cognitive view of self‐regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web‐based learning environment. These findings also further validate the application of the social cognitive model to Web‐based learning through the
NetPorts
. Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web‐based self‐regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences. This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self‐regulated learning, and also applied this model to the development of the NetPorts web‐based learning system. NetPorts, in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web‐based findings support the social cognitive view of self‐regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web‐based learning environment. These findings also further validate the application of the social cognitive model to Web‐based learning through the NetPorts. Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web-based self-regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences. This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self-regulated learning, and also applied this model to the development of the "NetPorts" web-based learning system. "NetPorts," in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web-based findings support the social cognitive view of self-regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web-based learning environment. These findings also further validate the application of the social cognitive model to Web-based learning through the "NetPorts." Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web-based self-regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences. This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self-regulated learning, and also applied this model to the development of the NetPorts web-based learning system. NetPorts , in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web-based findings support the social cognitive view of self-regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web-based learning environment. These findings also further validate the application of the social cognitive model to Web-based learning through the NetPorts. [PUBLICATION ABSTRACT] Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web-based self-regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences.This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self-regulated learning, and also applied this model to the development of the @@iNetPorts@ web-based learning system. @@iNetPorts@, in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web-based findings support the social cognitive view of self-regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web-based learning environment. These findings also further validate the application of the social cognitive model to Web-based learning through the @@iNetPorts@. |
| Author | Wang, Shu-Ling Lin, Sunny S. J. |
| Author_xml | – sequence: 1 givenname: Shu-Ling surname: Wang fullname: Wang, Shu-Ling email: shuling@mail.ntust.edu.tw organization: Center of Teacher Education at the National Taiwan University of Science and Technology – sequence: 2 givenname: Sunny S. J. surname: Lin fullname: Lin, Sunny S. J. organization: Institute of Education at the National Chiao Tung University |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ765883$$DView record in ERIC |
| BookMark | eNqNkM1u1DAUhS1UJKYtb8DCYsEuqR3_xFmwgGpaWlWlLYNYWo5zM-Mhjad2hs68PQ6pZsGqlixf65zvXvsco6Pe94AQpiSnaZ2tc8plmSnBRF4QIvO0uch3b9DsIByhGSGkzCih7B06jnGdroQJPkP3ixVgs9l0zprB-R77Fkdvnemw9cveDe4P4GEFPuzx4PEz1FltIjS4AxN61y-TGPx2ucK3MNz5MMRT9LY1XYT3L-cJ-nkxX5x_y26-X16df7nJLGdEZKpowLKKmrKoyqK1NZNC1oxQqxpe2rqBtm5rAYIUlZVS8KZJhopTsK1VQrET9Gnquwn-aQtx0I8uWug604PfRs14-nlRsWT8-J9x7behT2_TRZotleAymdRkssHHGKDVm-AeTdhrSvQYtF7rMU895qnHoPW_oPUuoR8mFIKzB2x-XUqh1Dj-8yQ_uw72r26rv17PF6lKfDbxLg6wO_Am_NayZKXQv24vtfzxUFw83Cst2V8iRJ43 |
| CODEN | BJETAH |
| CitedBy_id | crossref_primary_10_14697_jkase_2014_34_2_0063 crossref_primary_10_1007_s10639_024_12466_9 crossref_primary_10_1111_j_1467_8535_2008_00889_x crossref_primary_10_1007_s10212_023_00693_6 crossref_primary_10_1007_s11528_016_0096_6 crossref_primary_10_1177_2156759X1701600301 crossref_primary_10_1080_1331677X_2023_2186909 crossref_primary_10_1016_j_iheduc_2009_02_001 crossref_primary_10_1080_01900692_2017_1390761 crossref_primary_10_1016_j_compedu_2008_03_004 crossref_primary_10_1080_10494820_2021_2016863 crossref_primary_10_1007_s11423_018_9593_y crossref_primary_10_1080_10494820_2019_1636075 crossref_primary_10_1007_s12528_022_09342_1 crossref_primary_10_1016_j_chb_2017_02_034 crossref_primary_10_1038_s41598_022_26859_8 crossref_primary_10_1108_ITP_07_2019_0380 crossref_primary_10_1016_j_compedu_2011_09_003 crossref_primary_10_4018_javet_2012100103 crossref_primary_10_5330_PSC_n_2013_16_158 crossref_primary_10_1016_j_iheduc_2011_04_002 crossref_primary_10_1080_09500693_2019_1693081 crossref_primary_10_1080_08923647_2018_1412738 crossref_primary_10_1007_s11528_008_0153_x crossref_primary_10_1007_s40692_021_00191_y crossref_primary_10_1007_s10212_022_00654_5 crossref_primary_10_1108_HESWBL_05_2023_0111 crossref_primary_10_1007_s10758_024_09743_4 crossref_primary_10_1007_s12564_022_09761_w crossref_primary_10_1111_j_1467_8535_2010_01157_x crossref_primary_10_11120_elss_2011_03030003 |
| Cites_doi | 10.1016/S0360-1315(99)00050-0 10.2190/AX2D-Y9VM-V7PX-0TAD 10.1080/0954730930300308 10.1080/08923640109527071 10.1111/j.1540-5915.2001.tb00951.x 10.1109/13.940995 10.1089/10949310151088352 10.1016/S0747-5632(02)00079-1 10.1111/j.1467-8624.1996.tb01791.x 10.1016/S0747-5632(02)00033-X 10.1080/0260293950200305 10.1086/461491 10.1016/j.chb.2004.02.020 10.1007/BF02313398 10.1037/0022-0663.90.2.236 10.1023/A:1027379824485 10.1023/A:1009932704458 10.1177/1368430200033005 10.3102/00346543065003245 10.1207/s15326985ep2402_3 10.1016/j.ijhcs.2004.07.001 10.1037/0022-0663.92.3.544 10.1006/obhd.1997.2739 10.1177/0146167295213003 10.3102/00346543058001079 10.1076/ilee.6.1.93.3610 10.1016/S0747-5632(02)00057-2 10.1023/A:1008669710763 10.1037/0022-0663.82.1.33 10.2307/257089 10.2466/pms.1999.89.2.431 10.1037/0022-0167.34.3.293 10.1111/1467-8721.00064 10.1287/isre.6.2.118 10.1037/h0088920 10.3102/00346543058004438 10.3102/00346543061002213 10.1037/0022-0663.93.3.467 10.4278/0890-1171-12.1.8 10.3758/BF03204755 10.1037/0022-0663.81.3.329 10.1016/S0747-5632(00)00012-1 10.1080/00461520.1991.9653133 10.1177/1046496402238618 10.1046/j.0266-4909.2001.00198.x 10.1046/j.1365-2729.1998.143059.x 10.1111/1467-8535.00217 10.2307/249749 10.1207/s15326985ep2101&2_8 10.1037/0022-0663.91.3.549 |
| ContentType | Journal Article |
| Copyright | 2006 The Authors. Journal compilation © 2006 British Educational Communications and Technology Agency |
| Copyright_xml | – notice: 2006 The Authors. Journal compilation © 2006 British Educational Communications and Technology Agency |
| DBID | BSCLL 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN AAYXX CITATION 7SC 8FD JQ2 L7M L~C L~D |
| DOI | 10.1111/j.1467-8535.2006.00645.x |
| DatabaseName | Istex ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC CrossRef Computer and Information Systems Abstracts Technology Research Database ProQuest Computer Science Collection Advanced Technologies Database with Aerospace Computer and Information Systems Abstracts Academic Computer and Information Systems Abstracts Professional |
| DatabaseTitle | ERIC CrossRef Computer and Information Systems Abstracts Technology Research Database Computer and Information Systems Abstracts – Academic Advanced Technologies Database with Aerospace ProQuest Computer Science Collection Computer and Information Systems Abstracts Professional |
| DatabaseTitleList | CrossRef ERIC Computer and Information Systems Abstracts Computer and Information Systems Abstracts |
| Database_xml | – sequence: 1 dbid: ERI name: ERIC url: https://eric.ed.gov/ sourceTypes: Index Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 1467-8535 |
| ERIC | EJ765883 |
| EndPage | 612 |
| ExternalDocumentID | 1286118711 10_1111_j_1467_8535_2006_00645_x EJ765883 BJET645 ark_67375_WNG_6SR2FRQ8_6 |
| Genre | article Feature |
| GroupedDBID | -W8 -~X .3N .GA .GO .Y3 05W 07C 0R~ 10A 1OB 1OC 23N 31~ 33P 3EH 4.4 41~ 50Y 50Z 51W 51Y 52M 52O 52Q 52S 52T 52U 52W 5GY 5HH 5LA 5VS 66C 6J9 702 7PT 8-0 8-1 8-3 8-4 8-5 8UM 930 A04 AAESR AAGJQ AAHHS AAJUZ AAONW AAOUF AASGY AAXRX AAYJJ AAZKR ABCQN ABCUV ABCVL ABDBF ABEML ABIVO ABJNI ABPTK ABPVW ABSOO ABSRN ABWRO ACAHQ ACBKW ACBWZ ACCFJ ACCZN ACFBH ACGFO ACGFS ACHQT ACPOU ACSCC ACXME ACXQS ACZ ADBBV ADDAD ADEMA ADEOM ADIZJ ADKYN ADMGS ADXAS ADZMN ADZOD AEEZP AEGXH AEIGN AEIMD AEQDE AEUQT AEUYR AFBPY AFEBI AFFPM AFGKR AFKFF AFPWT AFVGU AFZJQ AGJLS AHBTC AHEFC AI. AIAGR AIFKG AIURR AIWBW AJBDE AJYWA ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN AMBMR AMYDB ASPBG ASTYK AVWKF AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BMXJE BNVMJ BQESF BROTX BRXPI BSCLL BY8 CAG COF CS3 D-C D-D DC6 DCZOG DPXWK DR2 DRFUL DRMBU DRSSH DU5 EAD EAP EAS EBS EDJ EJD EMK EST ESX F00 F01 F5P FEDTE FZ0 G-S G.N G50 G8K GODZA HF~ HVGLF HZI HZ~ IHE IX1 J0M K48 LATKE LC2 LC4 LEEKS LH4 LITHE LOXES LP6 LP7 LPU LUTES LW6 LYRES MEWTI MK4 MRFUL MRSSH MSFUL MSSSH MXFUL MXSSH N04 N06 N9A NF~ O66 O9- OHT P2P P2W P2Y P4C PALCI PQQKQ Q.N Q11 QB0 QF4 QM7 QN7 R.K RIG RIWAO RJQFR ROL RPD RX1 SAMSI SUPJJ TUS UB1 V8K VH1 W8V W99 WBKPD WGMDG WH7 WIH WII WOHZO WQZ WRC WSUWO WXSBR XG1 XOL ZCA ZZTAW ~IA ~WP AABNI AAHSB HGLYW OIG 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN AAYXX CITATION 7SC 8FD ADMHG JQ2 L7M L~C L~D |
| ID | FETCH-LOGICAL-c4305-82dec391a72972fcb3656b301c8d47cbdefbfb5e5029c6654dd656941ecfc8583 |
| IEDL.DBID | DR2 |
| ISSN | 0007-1013 |
| IngestDate | Sat Aug 17 01:11:43 EDT 2024 Thu Oct 10 17:46:35 EDT 2024 Fri Aug 23 01:45:25 EDT 2024 Fri Sep 06 12:37:15 EDT 2024 Sat Aug 24 00:58:59 EDT 2024 Wed Jan 17 05:05:06 EST 2024 |
| IsDoiOpenAccess | false |
| IsOpenAccess | false |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 4 |
| Language | English |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c4305-82dec391a72972fcb3656b301c8d47cbdefbfb5e5029c6654dd656941ecfc8583 |
| Notes | istex:D9755EE4AA13031A26642E235F17349098C1E5F3 ark:/67375/WNG-6SR2FRQ8-6 ArticleID:BJET645 ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 23 |
| PQID | 229768546 |
| PQPubID | 47505 |
| PageCount | 13 |
| ParticipantIDs | proquest_miscellaneous_34535293 proquest_journals_229768546 crossref_primary_10_1111_j_1467_8535_2006_00645_x eric_primary_EJ765883 wiley_primary_10_1111_j_1467_8535_2006_00645_x_BJET645 istex_primary_ark_67375_WNG_6SR2FRQ8_6 |
| PublicationCentury | 2000 |
| PublicationDate | 2007-07 July 2007 2007-07-00 20070701 |
| PublicationDateYYYYMMDD | 2007-07-01 |
| PublicationDate_xml | – month: 07 year: 2007 text: 2007-07 |
| PublicationDecade | 2000 |
| PublicationPlace | Oxford, UK |
| PublicationPlace_xml | – name: Oxford, UK – name: Coventry |
| PublicationTitle | British journal of educational technology |
| PublicationYear | 2007 |
| Publisher | Blackwell Publishing Ltd Blackwell Publishing |
| Publisher_xml | – name: Blackwell Publishing Ltd – name: Blackwell Publishing |
| References | Boechler, P. M. (2001). How spatial is hyperspace? Interacting with hypertext documents: cognitive processes and concepts. Cyber Psychology and Behavior, 4, 1, 23-46. Cohen, A. & Scardamalia, M. (1998). Discourse about ideas: monitoring and regulation in face-to-face and computer-mediated environments. Interactive Learning Environments, 6, 1-2, 93-113. Sluijsmans, D., Dochy, F. & Moerkerke, G. (1999). Creating a learning environment by using self-, peer- and co-assessment. Learning Environments Research, 1, 3, 293-319. Lin, S. S. J., Liu, E. Z. F. & Yuan, S.-M. (2001). Web-based peer assessment: feedback for students with various thinking-styles. Journal of Computer Assisted Learning, 17, 4, 420-432. Greenlees, I. A., Nunn, R. L., Graydon, J. K. & Maynard, I. W. (1999). The relationship between collective efficacy and precompetitive affect in rugby players: testing Bandura's model of collective efficacy. Perceptual and Motor Skills, 89, 431-440. Kulik, J. A. & Kulik, C. L. C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58, 79-97. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman. Liu, E. Z. F., Lin, S. S. J. & Yuan, S.-M. (2001). Design of a networked portfolio system. British Journal of Educational Technology, 32, 4, 492-494. Eccles, J. S. & Wigfield, A. (1995). In the mind of the actor: the structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225. Falchikov, N. (1993). Group process analysis: self and peer assessment of working together in a group. Educational and Training Technology International, 30, 275-284. Liu, E. Z. F., Lin, S. S. J., Chiu, C. H. & Yuan, S.-M. (2001). Web-Based peer review: The learner as both adapter and reviewer. IEEE Transactions on Education, 44, 3, 246-251. Oliver, R. & McLoughlin, C. (2001). Exploring the practice and development of generic skills through Web-based Learning. Journal of Educational Multimedia and Hypermedia, 10, 3, 207-226. Desai, M. S. & Richards, T. C. (1998). Computer anxiety, training and education: a meta analysis. Journal of Information Systems Education, 9, 1-2, 49-54. Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75-78. Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15, 1, 7-23. Kreijns, K., Kirschner, P. A. & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19, 3, 335-353. Eysenck, M. W. (1992). Anxiety: the cognitive perspective. Hove, UK: Lawrence Erlbaum Associates Ltd. Elliot, A. J., McGregor, H. A. & Gable, S. L. (1999). Achievement goals, study strategies, and exam performance: a mediational analysis. Journal of Educational Psychology, 91, 549-563. Schraw, G. & Nietfeld, J. (1998). A further test of the general monitoring hypothesis. Journal of Educational Psychology, 90, 236-248. Gibson, C. B. (1999). Do they do what they believe they can? Group efficacy and group effectiveness across tasks and cultures. Academy of Management Journal, 42, 2, 138-152. Krantz, J. H. & Eagley, B. M. (1996). Creating psychological tutorials on the World-Wide Web. Behavior, Research Methods, Instruments & Computers, 28, 2, 156-160. Goddard, R. D. (2001). Collective efficacy: a neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93, 3, 467-476. Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Bozionelos, N. (2004). Socio-economic background and computer use: the role of computer anxiety and computer experience in their relationship. International Journal of Human-Computer Studies, 61, 725-746. Palmieri, P. (1997). Technology in education: do we need it? ARIS Bulletin, 8, 2, 1-5. Desai, M. S. (2001). Computer anxiety and performance: an application of a change model in a pedagogical setting. Journal of Instructional Psychology, 28, 141-149. Freeman, M. (1995). Peer assessment by groups of group work. Assessment and Evaluation in Higher Education, 20, 3, 289-300. Castella, V. O., Abad, A. M. Z., Alonso, F. P. & Silla, J. M. P. (2000). The influence of familiarity among group members, group atmosphere and assertiveness on uninhibited through three different communication medias. Computers in Human Behavior, 16, 2, 141-159. Peterson, E., Mitchell, T., Thompson, L. & Burr, R. (2000). Collective efficacy and aspects of shared mental models as predictors of performance over time in work groups. Group Processes and Intergroup Relations, 3, 3, 296-316. Kauffman, D. F. (2004). Self-regulated learning in Web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30, 1-2, 139-161. Lin, S. S. J., Yang, K. H., Liu, E. Z. F. & Yuan, S.-M. (2001). Peer Assessment in an Assembly Programming Course of a Vocational Industrial High School: A Case Study on Assessment Validity and Student Attitudes. Journal of Technology, 16, 4, 613-623. Compeau, D. R., Higgins, C. A. & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: a longitudinal study. MIS Quartely, 23, 2, 145-158. Johnson, D. W. & Johnson, R. T. (1999). Learning together and along: cooperative, competitive, and individualistic learning (5th ed.). Boston, MA: Allyn & Bacon. Pintrich, P. R. & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Zimmerman, B. J. (1996). Enhancing student academic and health functioning: a self-regulatory perspective. School Psychology Quarterly, 11, 47-66. Butler, D. & Winne, P. H. (1995). Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65, 3, 245-281. Benbunan-Fich, R. & Hiltz, S. R. (1999). Impacts of asynchronous learning networks on individual and group problem solving: a field experiment. Group Decision & Negotiation, 8, 5, 409-426. Hodges, L. & Carron, A. V. (1992). Collective efficacy and group performance. International Journal of Sport Psychology, 23, 1, 48-59. Pintrich, P. R. (2000). Multiple goals, multiple pathways: the role of goal orientations in learning and achievement. Journal of Educational Psychology, 92, 3, 544-555. Compeau, D. R. & Higgins, C. A. (1995). Application of social cognitive theory to training for computer skills. Information Systems Research, 6, 2, 118-143. Wigfield, A. & Eccles, J. S. (1989). Test anxiety in elementary and secondary schools. Educational Psychologist, 24, 2, 159-183. Joo, Y. J., Bong, M. & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in Web-based instruction. Educational Technology Research & Development, 48, 2, 5-17. Veerman, A. L., Andriessen, J. E. B. & Kanselaar, G. (2000). Learning through synchronous discussion. Computers & Education, 34, 3-4, 269-290. Huang, H. M. & Liaw, S. S. (2005). Exploring users' attitudes and intentions toward the Web as a survey tool. Computers in Human Behavior, 21, 5, 729-743. Lent, R. W., Brown, S. D. & Larkin, K. C. (1987). Comparison of three theoretically derived variables in predicting career and academic behavior: self-efficacy, interest congruence, and consequence thinking. Journal of Counseling Psychology, 34, 293-298. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: theory, research, and applications. Englewood Cliffs, NJ: Merrill/Prentice Hall. Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 45-56. Tschan, F. (2002). Ideal cycles of communication (or cognitions) in triads, dyads, and individuals. Small Group Research, 33, 615-643. Bangert-Drowns, R. L., Kulick, C. L. C., Kulick, J. A. & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238. Durham, C., Knight, D. & Locke, E. (1997). Effects of leader role, team-set goal difficulty, efficacy, and tactics on team effectiveness. Organizational Behavior and Human Decision Processes, 72, 2, 203-231. Hooper, S. (2003). The effects of persistence and small group interaction during computer-based instruction. Computers in Human Behavior, 19, 211-220. Bandura, A., Barbaranelli, C., Caprara, G. V. & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222. Liu, E. Z. F., Lin, S. S. J. & Yuan, S.-M. (2002). Alternatives to instructor assessment: A case study of comparing self and peer assessment with instructor assessment under networked innovative assessment procedures. International Journal of Instructional Media, 29, 4, 1-10. Marton, F., Hounsell, D., & Entwistle, N. (1984). The experience of learning. Edinburgh: Scottish Academic Press. Meyer, L. (1986). Strategies for correcting students' wrong responses. Elementary School Journal, 86, 227-241. Salovaara, H. & Jarvela, S. (2003). Students' strategic actions in computer-supported collaborative learning. Learning Environments Research, 6, 267-285. Brosnan, M. J. (1998). The impact of computer anxiety and self-efficacy upon performance. Journal of Computer Assisted Learning, 14, 223-234. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339. Hasan, B. (2003). The influences of specific computer experiences on computer self-efficacy belief. Computers in Human Behavior, 19, 443-450. Bolt, M. A., Killough, L. N. & Koh, H. C. (2001). Testing the interaction effects of task complexity in computer training u 2001; 93 1987; 34 2004; 61 2001; 44, 3 2000; 48 2000; 3 2000; 9 1989; 81 1999; 89 2000; 92 2005; 21 1999; 42 2003; 19 1997; 8 1995; 20 2004; 30 1996; 28 2000; 16 1986; 86 2003; 6 1995; 65 1995; 21 1993; 30 1986 1998; 90 1984 2001; 15 1999; 91 1996; 67 1998; 14 2001; 10 2001; 17, 4 in press 1988; 58 2002; 33 1997 1999; 23 2001; 32, 4 1996 2005 2001; 28 1992 2002 1999; 1 1999; 8 1989; 24 1995; 6 1990; 82 1999 1996; 11 2001; 16, 4 1997; 72 1991; 26 1986; 21 2000; 34 2001; 4 1984; 32 1991; 61 2002; 29, 4 1998; 6 1992; 23 1998; 9 2001; 32 e_1_2_6_51_1 e_1_2_6_53_1 Palmieri P. (e_1_2_6_50_1) 1997; 8 Marton F. (e_1_2_6_47_1) 1984 e_1_2_6_70_1 e_1_2_6_30_1 Pintrich P. R. (e_1_2_6_55_1) 1996 Liu E. Z. F. (e_1_2_6_45_1) 2002; 29 e_1_2_6_13_1 e_1_2_6_36_1 e_1_2_6_59_1 e_1_2_6_11_1 e_1_2_6_34_1 e_1_2_6_17_1 e_1_2_6_15_1 e_1_2_6_38_1 e_1_2_6_57_1 e_1_2_6_62_1 e_1_2_6_64_1 e_1_2_6_20_1 e_1_2_6_41_1 e_1_2_6_60_1 Bandura A. (e_1_2_6_2_1) 1986 Zimmerman B. J. (e_1_2_6_71_1) 1992 Pintrich P. R. (e_1_2_6_56_1) 2002 Desai M. S. (e_1_2_6_18_1) 2001; 28 e_1_2_6_9_1 e_1_2_6_5_1 e_1_2_6_7_1 e_1_2_6_3_1 e_1_2_6_22_1 e_1_2_6_66_1 e_1_2_6_28_1 e_1_2_6_26_1 e_1_2_6_68_1 e_1_2_6_52_1 e_1_2_6_10_1 e_1_2_6_31_1 Desai M. S. (e_1_2_6_19_1) 1998; 9 Lin S. S. J. (e_1_2_6_43_1) 2001; 16 Pintrich P. R. (e_1_2_6_54_1) 1992 Johnson D. W. (e_1_2_6_35_1) 1999 Eccles J. S. (e_1_2_6_21_1) 1984 Eysenck M. W. (e_1_2_6_24_1) 1992 e_1_2_6_14_1 e_1_2_6_12_1 e_1_2_6_33_1 e_1_2_6_39_1 e_1_2_6_16_1 e_1_2_6_37_1 e_1_2_6_58_1 e_1_2_6_63_1 e_1_2_6_42_1 e_1_2_6_65_1 e_1_2_6_40_1 e_1_2_6_61_1 e_1_2_6_8_1 Liu E. Z. F. (e_1_2_6_46_1) 2001; 44 Hodges L. (e_1_2_6_32_1) 1992; 23 e_1_2_6_4_1 e_1_2_6_6_1 e_1_2_6_25_1 e_1_2_6_48_1 Oliver R. (e_1_2_6_49_1) 2001; 10 e_1_2_6_23_1 e_1_2_6_29_1 e_1_2_6_44_1 e_1_2_6_27_1 e_1_2_6_69_1 Weinstein C. E. (e_1_2_6_67_1) 1986 |
| References_xml | – start-page: 315 year: 1986 end-page: 327 – volume: 32, 4 start-page: 492 year: 2001 end-page: 494 article-title: Design of a networked portfolio system publication-title: British Journal of Educational Technology – start-page: 149 year: 1992 end-page: 183 – volume: 23 start-page: 48 issue: 1 year: 1992 end-page: 59 article-title: Collective efficacy and group performance publication-title: International Journal of Sport Psychology – volume: 32 start-page: 97 year: 1984 end-page: 132 – volume: 93 start-page: 467 issue: 3 year: 2001 end-page: 476 article-title: Collective efficacy: a neglected construct in the study of schools and student achievement publication-title: Journal of Educational Psychology – volume: 42 start-page: 138 issue: 2 year: 1999 end-page: 152 article-title: Do they do what they believe they can? Group efficacy and group effectiveness across tasks and cultures publication-title: Academy of Management Journal – year: 2005 – volume: 16, 4 start-page: 613 year: 2001 end-page: 623 article-title: Peer Assessment in an Assembly Programming Course of a Vocational Industrial High School: A Case Study on Assessment Validity and Student Attitudes publication-title: Journal of Technology – volume: 9 start-page: 49 issue: 1–2 year: 1998 end-page: 54 article-title: Computer anxiety, training and education: a meta analysis publication-title: Journal of Information Systems Education – volume: 67 start-page: 1206 year: 1996 end-page: 1222 article-title: Multifaceted impact of self‐efficacy beliefs on academic functioning publication-title: Child Development – volume: 19 start-page: 335 issue: 3 year: 2003 end-page: 353 article-title: Identifying the pitfalls for social interaction in computer‐supported collaborative learning environments: a review of the research publication-title: Computers in Human Behavior – volume: 11 start-page: 47 year: 1996 end-page: 66 article-title: Enhancing student academic and health functioning: a self‐regulatory perspective publication-title: School Psychology Quarterly – year: 1986 – volume: 30 start-page: 139 issue: 1–2 year: 2004 end-page: 161 article-title: Self‐regulated learning in Web‐based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs publication-title: Journal of Educational Computing Research – volume: 61 start-page: 725 year: 2004 end-page: 746 article-title: Socio‐economic background and computer use: the role of computer anxiety and computer experience in their relationship publication-title: International Journal of Human-Computer Studies – volume: 81 start-page: 329 year: 1989 end-page: 339 article-title: A social cognitive view of self‐regulated academic learning publication-title: Journal of Educational Psychology – volume: 91 start-page: 549 year: 1999 end-page: 563 article-title: Achievement goals, study strategies, and exam performance: a mediational analysis publication-title: Journal of Educational Psychology – volume: 19 start-page: 443 year: 2003 end-page: 450 article-title: The influences of specific computer experiences on computer self‐efficacy belief publication-title: Computers in Human Behavior – volume: 6 start-page: 267 year: 2003 end-page: 285 article-title: Students’ strategic actions in computer‐supported collaborative learning publication-title: Learning Environments Research – year: 1997 – volume: 58 start-page: 45 year: 1988 end-page: 56 article-title: The impact of classroom evaluation practices on students publication-title: Review of Educational Research – volume: 72 start-page: 203 issue: 2 year: 1997 end-page: 231 article-title: Effects of leader role, team‐set goal difficulty, efficacy, and tactics on team effectiveness publication-title: Organizational Behavior and Human Decision Processes – volume: 8 start-page: 409 issue: 5 year: 1999 end-page: 426 article-title: Impacts of asynchronous learning networks on individual and group problem solving: a field experiment publication-title: Group Decision & Negotiation – volume: 21 start-page: 729 issue: 5 year: 2005 end-page: 743 article-title: Exploring users’ attitudes and intentions toward the Web as a survey tool publication-title: Computers in Human Behavior – volume: 28 start-page: 156 issue: 2 year: 1996 end-page: 160 article-title: Creating psychological tutorials on the World‐Wide Web publication-title: Behavior, Research Methods, Instruments & Computers – volume: 33 start-page: 615 year: 2002 end-page: 643 article-title: Ideal cycles of communication (or cognitions) in triads, dyads, and individuals publication-title: Small Group Research – volume: 65 start-page: 245 issue: 3 year: 1995 end-page: 281 article-title: Feedback and self‐regulated learning: a theoretical synthesis publication-title: Review of Educational Research – volume: 4 start-page: 23 issue: 1 year: 2001 end-page: 46 article-title: How spatial is hyperspace? Interacting with hypertext documents: cognitive processes and concepts publication-title: Cyber Psychology and Behavior – volume: 23 start-page: 145 issue: 2 year: 1999 end-page: 158 article-title: Social cognitive theory and individual reactions to computing technology: a longitudinal study publication-title: MIS Quartely – volume: 92 start-page: 544 issue: 3 year: 2000 end-page: 555 article-title: Multiple goals, multiple pathways: the role of goal orientations in learning and achievement publication-title: Journal of Educational Psychology – volume: 6 start-page: 93 issue: 1 year: 1998 end-page: 113 article-title: Discourse about ideas: monitoring and regulation in face‐to‐face and computer‐mediated environments publication-title: Interactive Learning Environments – year: in press – volume: 61 start-page: 213 year: 1991 end-page: 238 article-title: The instructional effect of feedback in test‐like events publication-title: Review of Educational Research – volume: 58 start-page: 79 year: 1988 end-page: 97 article-title: Timing of feedback and verbal learning publication-title: Review of Educational Research – volume: 44, 3 start-page: 246 year: 2001 end-page: 251 article-title: Web‐Based peer review: The learner as both adapter and reviewer publication-title: IEEE Transactions on Education – volume: 21 start-page: 215 year: 1995 end-page: 225 article-title: In the mind of the actor: the structure of adolescents’ achievement task values and expectancy‐related beliefs publication-title: Personality and Social Psychology Bulletin – volume: 29, 4 start-page: 1 year: 2002 end-page: 10 article-title: Alternatives to instructor assessment: A case study of comparing self and peer assessment with instructor assessment under networked innovative assessment procedures publication-title: International Journal of Instructional Media – volume: 82 start-page: 33 year: 1990 end-page: 40 article-title: Motivational and self‐regulated learning components of classroom academic performance publication-title: Journal of Educational Psychology – year: 1996 – volume: 1 start-page: 293 issue: 3 year: 1999 end-page: 319 article-title: Creating a learning environment by using self‐, peer‐ and co‐assessment publication-title: Learning Environments Research – volume: 21 start-page: 139 year: 1986 end-page: 161 article-title: The relevance of the good strategy user model to the teaching of mathematics publication-title: Educational Psychologist – volume: 15 start-page: 7 issue: 1 year: 2001 end-page: 23 article-title: Critical thinking, cognitive presence, and computer conferencing in distance education publication-title: American Journal of Distance Education – volume: 19 start-page: 211 year: 2003 end-page: 220 article-title: The effects of persistence and small group interaction during computer‐based instruction publication-title: Computers in Human Behavior – volume: 10 start-page: 207 issue: 3 year: 2001 end-page: 226 article-title: Exploring the practice and development of generic skills through Web‐based Learning publication-title: Journal of Educational Multimedia and Hypermedia – year: 1992 – volume: 8 start-page: 1 issue: 2 year: 1997 end-page: 5 article-title: Technology in education: do we need it? publication-title: ARIS Bulletin – volume: 89 start-page: 431 year: 1999 end-page: 440 article-title: The relationship between collective efficacy and precompetitive affect in rugby players: testing Bandura’s model of collective efficacy publication-title: Perceptual and Motor Skills – volume: 24 start-page: 159 issue: 2 year: 1989 end-page: 183 article-title: Test anxiety in elementary and secondary schools publication-title: Educational Psychologist – volume: 16 start-page: 141 issue: 2 year: 2000 end-page: 159 article-title: The influence of familiarity among group members, group atmosphere and assertiveness on uninhibited through three different communication medias publication-title: Computers in Human Behavior – volume: 28 start-page: 141 year: 2001 end-page: 149 article-title: Computer anxiety and performance: an application of a change model in a pedagogical setting publication-title: Journal of Instructional Psychology – year: 1984 – volume: 26 start-page: 207 year: 1991 end-page: 231 article-title: Self‐efficacy and academic motivation publication-title: Educational Psychologist – volume: 32 start-page: 1 issue: 1 year: 2001 end-page: 20 article-title: Testing the interaction effects of task complexity in computer training using the social cognitive model publication-title: Decision Sciences – volume: 90 start-page: 236 year: 1998 end-page: 248 article-title: A further test of the general monitoring hypothesis publication-title: Journal of Educational Psychology – volume: 34 start-page: 293 year: 1987 end-page: 298 article-title: Comparison of three theoretically derived variables in predicting career and academic behavior: self‐efficacy, interest congruence, and consequence thinking publication-title: Journal of Counseling Psychology – volume: 86 start-page: 227 year: 1986 end-page: 241 article-title: Strategies for correcting students’ wrong responses publication-title: Elementary School Journal – year: 2002 – volume: 17, 4 start-page: 420 year: 2001 end-page: 432 article-title: Web‐based peer assessment: feedback for students with various thinking‐styles publication-title: Journal of Computer Assisted Learning – volume: 34 start-page: 269 issue: 3–4 year: 2000 end-page: 290 article-title: Learning through synchronous discussion publication-title: Computers & Education – volume: 14 start-page: 223 year: 1998 end-page: 234 article-title: The impact of computer anxiety and self‐efficacy upon performance publication-title: Journal of Computer Assisted Learning – volume: 9 start-page: 75 year: 2000 end-page: 78 article-title: Exercise of human agency through collective efficacy publication-title: Current Directions in Psychological Science – volume: 48 start-page: 5 issue: 2 year: 2000 end-page: 17 article-title: Self‐efficacy for self‐regulated learning, academic self‐efficacy, and internet self‐efficacy in Web‐based instruction publication-title: Educational Technology Research & Development – volume: 30 start-page: 275 year: 1993 end-page: 284 article-title: Group process analysis: self and peer assessment of working together in a group publication-title: Educational and Training Technology International – volume: 20 start-page: 289 issue: 3 year: 1995 end-page: 300 article-title: Peer assessment by groups of group work publication-title: Assessment and Evaluation in Higher Education – volume: 6 start-page: 118 issue: 2 year: 1995 end-page: 143 article-title: Application of social cognitive theory to training for computer skills publication-title: Information Systems Research – year: 1999 – volume: 3 start-page: 296 issue: 3 year: 2000 end-page: 316 article-title: Collective efficacy and aspects of shared mental models as predictors of performance over time in work groups publication-title: Group Processes and Intergroup Relations – ident: e_1_2_6_63_1 doi: 10.1016/S0360-1315(99)00050-0 – ident: e_1_2_6_37_1 doi: 10.2190/AX2D-Y9VM-V7PX-0TAD – ident: e_1_2_6_25_1 doi: 10.1080/0954730930300308 – ident: e_1_2_6_27_1 doi: 10.1080/08923640109527071 – volume-title: Motivation in education: theory, research, and applications year: 2002 ident: e_1_2_6_56_1 contributor: fullname: Pintrich P. R. – ident: e_1_2_6_9_1 doi: 10.1111/j.1540-5915.2001.tb00951.x – volume: 44 start-page: 246 year: 2001 ident: e_1_2_6_46_1 article-title: Web‐Based peer review: The learner as both adapter and reviewer publication-title: IEEE Transactions on Education doi: 10.1109/13.940995 contributor: fullname: Liu E. Z. F. – ident: e_1_2_6_8_1 doi: 10.1089/10949310151088352 – ident: e_1_2_6_31_1 doi: 10.1016/S0747-5632(02)00079-1 – volume-title: Motivation in education: theory, research, and applications year: 1996 ident: e_1_2_6_55_1 contributor: fullname: Pintrich P. R. – ident: e_1_2_6_5_1 doi: 10.1111/j.1467-8624.1996.tb01791.x – ident: e_1_2_6_33_1 doi: 10.1016/S0747-5632(02)00033-X – ident: e_1_2_6_26_1 doi: 10.1080/0260293950200305 – start-page: 97 volume-title: Nebraska symposium on motivation year: 1984 ident: e_1_2_6_21_1 contributor: fullname: Eccles J. S. – ident: e_1_2_6_48_1 doi: 10.1086/461491 – ident: e_1_2_6_34_1 doi: 10.1016/j.chb.2004.02.020 – ident: e_1_2_6_36_1 doi: 10.1007/BF02313398 – ident: e_1_2_6_66_1 – volume: 10 start-page: 207 issue: 3 year: 2001 ident: e_1_2_6_49_1 article-title: Exploring the practice and development of generic skills through Web‐based Learning publication-title: Journal of Educational Multimedia and Hypermedia contributor: fullname: Oliver R. – ident: e_1_2_6_59_1 doi: 10.1037/0022-0663.90.2.236 – ident: e_1_2_6_58_1 doi: 10.1023/A:1027379824485 – ident: e_1_2_6_61_1 doi: 10.1023/A:1009932704458 – ident: e_1_2_6_51_1 doi: 10.1177/1368430200033005 – start-page: 149 volume-title: Student perceptions in the classroom: causes and consequences year: 1992 ident: e_1_2_6_54_1 contributor: fullname: Pintrich P. R. – ident: e_1_2_6_12_1 doi: 10.3102/00346543065003245 – ident: e_1_2_6_68_1 doi: 10.1207/s15326985ep2402_3 – start-page: 315 volume-title: Handbook of research on teaching year: 1986 ident: e_1_2_6_67_1 contributor: fullname: Weinstein C. E. – ident: e_1_2_6_10_1 doi: 10.1016/j.ijhcs.2004.07.001 – ident: e_1_2_6_52_1 doi: 10.1037/0022-0663.92.3.544 – volume-title: The experience of learning year: 1984 ident: e_1_2_6_47_1 contributor: fullname: Marton F. – ident: e_1_2_6_20_1 doi: 10.1006/obhd.1997.2739 – ident: e_1_2_6_22_1 doi: 10.1177/0146167295213003 – volume: 16 start-page: 613 year: 2001 ident: e_1_2_6_43_1 article-title: Peer Assessment in an Assembly Programming Course of a Vocational Industrial High School: A Case Study on Assessment Validity and Student Attitudes publication-title: Journal of Technology contributor: fullname: Lin S. S. J. – volume-title: Anxiety: the cognitive perspective year: 1992 ident: e_1_2_6_24_1 contributor: fullname: Eysenck M. W. – ident: e_1_2_6_40_1 doi: 10.3102/00346543058001079 – ident: e_1_2_6_65_1 – volume: 8 start-page: 1 issue: 2 year: 1997 ident: e_1_2_6_50_1 article-title: Technology in education: do we need it? publication-title: ARIS Bulletin contributor: fullname: Palmieri P. – ident: e_1_2_6_14_1 doi: 10.1076/ilee.6.1.93.3610 – ident: e_1_2_6_39_1 doi: 10.1016/S0747-5632(02)00057-2 – ident: e_1_2_6_7_1 doi: 10.1023/A:1008669710763 – ident: e_1_2_6_53_1 doi: 10.1037/0022-0663.82.1.33 – ident: e_1_2_6_28_1 doi: 10.2307/257089 – ident: e_1_2_6_30_1 doi: 10.2466/pms.1999.89.2.431 – ident: e_1_2_6_64_1 – ident: e_1_2_6_41_1 doi: 10.1037/0022-0167.34.3.293 – ident: e_1_2_6_4_1 doi: 10.1111/1467-8721.00064 – ident: e_1_2_6_15_1 doi: 10.1287/isre.6.2.118 – ident: e_1_2_6_70_1 doi: 10.1037/h0088920 – volume-title: Social foundations of thought and action: a social cognitive theory year: 1986 ident: e_1_2_6_2_1 contributor: fullname: Bandura A. – ident: e_1_2_6_17_1 doi: 10.3102/00346543058004438 – volume-title: Learning together and along: cooperative, competitive, and individualistic learning year: 1999 ident: e_1_2_6_35_1 contributor: fullname: Johnson D. W. – ident: e_1_2_6_6_1 doi: 10.3102/00346543061002213 – ident: e_1_2_6_29_1 doi: 10.1037/0022-0663.93.3.467 – ident: e_1_2_6_3_1 doi: 10.4278/0890-1171-12.1.8 – volume: 23 start-page: 48 issue: 1 year: 1992 ident: e_1_2_6_32_1 article-title: Collective efficacy and group performance publication-title: International Journal of Sport Psychology contributor: fullname: Hodges L. – ident: e_1_2_6_38_1 doi: 10.3758/BF03204755 – ident: e_1_2_6_69_1 doi: 10.1037/0022-0663.81.3.329 – ident: e_1_2_6_13_1 doi: 10.1016/S0747-5632(00)00012-1 – volume-title: Student perceptions in the classroom year: 1992 ident: e_1_2_6_71_1 contributor: fullname: Zimmerman B. J. – ident: e_1_2_6_60_1 doi: 10.1080/00461520.1991.9653133 – ident: e_1_2_6_62_1 doi: 10.1177/1046496402238618 – volume: 28 start-page: 141 year: 2001 ident: e_1_2_6_18_1 article-title: Computer anxiety and performance: an application of a change model in a pedagogical setting publication-title: Journal of Instructional Psychology contributor: fullname: Desai M. S. – volume: 29 start-page: 1 year: 2002 ident: e_1_2_6_45_1 article-title: Alternatives to instructor assessment: A case study of comparing self and peer assessment with instructor assessment under networked innovative assessment procedures publication-title: International Journal of Instructional Media contributor: fullname: Liu E. Z. F. – ident: e_1_2_6_42_1 doi: 10.1046/j.0266-4909.2001.00198.x – ident: e_1_2_6_11_1 doi: 10.1046/j.1365-2729.1998.143059.x – volume: 9 start-page: 49 issue: 1 year: 1998 ident: e_1_2_6_19_1 article-title: Computer anxiety, training and education: a meta analysis publication-title: Journal of Information Systems Education contributor: fullname: Desai M. S. – ident: e_1_2_6_44_1 doi: 10.1111/1467-8535.00217 – ident: e_1_2_6_16_1 doi: 10.2307/249749 – ident: e_1_2_6_57_1 doi: 10.1207/s15326985ep2101&2_8 – ident: e_1_2_6_23_1 doi: 10.1037/0022-0663.91.3.549 |
| SSID | ssj0000354 |
| Score | 2.0635874 |
| Snippet | Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and... Abstract Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and... |
| SourceID | proquest crossref eric wiley istex |
| SourceType | Aggregation Database Index Database Publisher |
| StartPage | 600 |
| SubjectTerms | Cognitive style Computer Assisted Instruction Distance Education Educational Environment Educational Technology Environmental Influences Epistemology Internet Learner Controlled Instruction Learning Learning Theories Motivation Online instruction Social Cognition Social interaction Student Characteristics Student Motivation Students Theory Web Based Instruction |
| Title | The application of social cognitive theory to web-based learning through NetPorts |
| URI | https://api.istex.fr/ark:/67375/WNG-6SR2FRQ8-6/fulltext.pdf https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fj.1467-8535.2006.00645.x http://eric.ed.gov/ERICWebPortal/detail?accno=EJ765883 https://www.proquest.com/docview/229768546 https://search.proquest.com/docview/34535293 |
| Volume | 38 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV27TsMwFLUQLCy8EeXpAbGlahI7TkZALagSlSgg2CzbsRkqtahNJWDiE_hGvoR781ILDAixRXLixL6-vif28bmEHKMomUu48JQWzmO-1h6gauWxyLkQQxI3uKN71Ysu71j3gT-U_Cc8C1PoQ9QLbugZ-XyNDq705LuTQ7jh1Z5CxHgT8STq6iE-6s8oSYW8EGRGTUSAPfOknh8rmotUJRl6Cfv-eQ6NzmLaPCh1Vsmgak7BRRk0p5lumtcvSo__0941slJiV3paDLZ1smCHG5j2uaSIbJIbGHR0ZkucjhwtFuVpTVOi-dHJF5qNKMzgH2_vGEdTWmaveKRl4iDasxmyXCdb5K7Tvj2_9MqsDZ5B-TAvDlJrwsRXANtF4IwOATJqmEdMnDJhdGqddppb3goSg7mP0xRuSJhvjTMxj8NtsjgcDe0OoS1Ai4lTNkmNZiZ0Ko4EyvfoBOsUqkH8ykLyqRDnkHM_NUJid2GqTSTvQXfJ5wbZQlPW97e7AkBYHDbISW7bukCNB0h6E1ze9y5kdNMPOv3rWEYNslcZX5b-PpEBtDWKOYPSo7oUHBV3X9TQjqYTGTJU0kngRVFu5l9_sTzrtm_havevD-6R5WpFuuXvk8VsPLUHAKUyfZg7yWG-aPAJVbMP0Q |
| link.rule.ids | 220,315,786,790,1382,27955,27956,46327,46751 |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV07b9swECaKeGiXpA8XVZzWHIpsMiyJFKWxSe26bmKgfqDeCJEiM7iwC1sG3Ez5Cf2N-SW90wt22qEosgkiRYk8Hu_T8fgdIe-RlMzGXLiJEtZlnlIuoOrEZaG1AZokrnFH93oUDmZsOOfzMh0QnoUp-CFqhxtqRr5eo4KjQ_pPLQd7w6tNhZDxDgDKBtznqKUfx3tcUgEvKJmRFRGAz2FYz19bOrBVZTh0A0d_d4BH91Ftbpb6J-R71aEiGmXR2Waqo28fcD0-Uo-fk-MSvtIPxXx7QZ6Y5UvM_FxGibwiE5h3dG9XnK4sLfzytI5UovnpyZ80W1FYxO_vfqEpTWmZwOKGlrmD6MhkGOi6aZJZvze9HLhl4gZXI4OYG_mp0UHsJYDchW-1CgA1KlhKdJQyoVVqrLKKG971Y43pj9MUKsTMM9rqiEfBa3K0XC3NG0K7ABhjm5g41YrpwCZRKJDBR8XYpkgc4lUikj8Kfg558F8jJA4XZtvE-D0YLrlzSBNlWdfvDQXgsChwyHku3LogWS8w7k1w-W30SYaTsd8ff41k6JBWJX1ZqvxG-tDXMOIMStt1KegqbsAkS7PabmTAkEwnhheFuZz_-YvlxbA3havT_32wTZ4OptdX8urz6EuLPKsc1F3vjBxl6615C8gqU-9yjfkNAWUS8A |
| linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3PT9swFLYmkNAuG2NM62CrD9NuqZr4V3IE2gLdVm0FNG5W7NgcKrUVTSXgxJ_A38hfsvfyS-3GAU27RbLjxH55fp_tL98j5DOKkvlEqCA1ygc8NCYAVJ0GXHrPMCQJiye630fy5IIPL8VlxX_Cf2FKfYhmww09o5iv0cHnmf_bySHciPpMQXLRATy5ySWLcCHWG69ISTFRKjKjKCLgnnVWz5MtrYWqig29iYN_swZHV0FtEZUGr8mk7k9JRpl0lrnp2Ls_pB7_T4e3yasKvNKD8mt7Q1646Q7mfa44Im_JGXx1dOVMnM48LXflacNTosW_k7c0n1GYwh_vHzCQZrRKX3FFq8xBdORypLkudsnFoH9-dBJUaRsCi_phQRxlzrIkTAG3q8hbwwAzGphIbJxxZU3mvPFGONGNEovJj7MMKiQ8dNbbWMTsHdmYzqbuPaFdgIuJT12SWcMt82ksFer3mATbVGmLhLWF9LxU59Brqxqlcbgw1yay92C49E2L7KIpm_r9oQIUFrMW-VLYtilIryfIelNC_xoda3k2jgbjn7GWLbJXG19XDr_QEfRVxoJDabspBU_F45d06mbLhWYcpXQSeJAszPzsN9aHw_45XH341xvbZOtHb6C_nY6-7pGX9e50N9wnG_n10n0EWJWbT4W__Aao7hGf |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+application+of+social+cognitive+theory+to+web%E2%80%90based+learning+through+NetPorts&rft.jtitle=British+journal+of+educational+technology&rft.au=Wang%2C+Shu%E2%80%90Ling&rft.au=Lin%2C+Sunny+S.+J.&rft.date=2007-07-01&rft.pub=Blackwell+Publishing+Ltd&rft.issn=0007-1013&rft.eissn=1467-8535&rft.volume=38&rft.issue=4&rft.spage=600&rft.epage=612&rft_id=info:doi/10.1111%2Fj.1467-8535.2006.00645.x&rft.externalDBID=10.1111%252Fj.1467-8535.2006.00645.x&rft.externalDocID=BJET645 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0007-1013&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0007-1013&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0007-1013&client=summon |