Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments: A Malaysian Case Study

Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments: A Malaysian Case Study

Vighnarajah (Universiti Putra Malaysia, Malaysia), Su Luan Wong (Universiti Putra Malaysia, Malaysia) and Kamariah Abu Bakar (Universiti Putra Malaysia, Malaysia)
Copyright: © 2011 |Pages: 10
DOI: 10.4018/978-1-61692-901-5.ch016
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Abstract

Current development in the Malaysian educational policies observed heightened interest in the integration of self-regulation of the learning process through engagement in technology-enhanced learning environments. This study attempts to provide empirical evidence to the effectiveness of the iELC discussion platform in enhancing practice of self-regulation among Malaysian secondary school students. This involved participation of 102 Physics students from four regular national secondary schools. Practice of self-regulation was measured using the Motivated Strategies for Learning Questionnaire (MSLQ) and was analyzed using the two-way between-groups analysis of variance (ANOVA) on a .05 level of significance. Findings provided evident arguments that engagement in this technology-enhanced learning environment warrants for self-regulation in the learning process.

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