Welcome to the InfoSci Platform
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 , Su Luan Wong, Kamariah Abu Bakar
Copyright: © 2011 |Pages: 10
ISBN13: 9781616929015|ISBN10: 1616929014|EISBN13: 9781616929039
DOI: 10.4018/978-1-61692-901-5.ch016
Cite Chapter Cite Chapter

MLA

Vighnarajah, et al. "Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments: A Malaysian Case Study." Fostering Self-Regulated Learning through ICT, edited by Giuliana Dettori and Donatella Persico, IGI Global, 2011, pp. 268-277. https://doi.org/10.4018/978-1-61692-901-5.ch016

APA

V., Wong, S. L., & Abu Bakar, K. (2011). Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments: A Malaysian Case Study. In G. Dettori & D. Persico (Eds.), Fostering Self-Regulated Learning through ICT (pp. 268-277). IGI Global. https://doi.org/10.4018/978-1-61692-901-5.ch016

Chicago

Vighnarajah, Su Luan Wong, and Kamariah Abu Bakar. "Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments: A Malaysian Case Study." In Fostering Self-Regulated Learning through ICT, edited by Giuliana Dettori and Donatella Persico, 268-277. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-901-5.ch016

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.