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The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes

The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes

Woon Jee Lee, Fengfeng Ke
Copyright: © 2013 |Volume: 3 |Issue: 2 |Pages: 15
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781466633131|DOI: 10.4018/ijopcd.2013040102
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MLA

Lee, Woon Jee, and Fengfeng Ke. "The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes." IJOPCD vol.3, no.2 2013: pp.25-39. http://doi.org/10.4018/ijopcd.2013040102

APA

Lee, W. J. & Ke, F. (2013). The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes. International Journal of Online Pedagogy and Course Design (IJOPCD), 3(2), 25-39. http://doi.org/10.4018/ijopcd.2013040102

Chicago

Lee, Woon Jee, and Fengfeng Ke. "The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes," International Journal of Online Pedagogy and Course Design (IJOPCD) 3, no.2: 25-39. http://doi.org/10.4018/ijopcd.2013040102

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Abstract

This study examined students’ self-regulated learning processes and satisfaction within an authentic, inquiry-based learning module in a graduate-level online course. In this design-based case study, a WebQuest-based, authentic learning module was developed to support self-regulated, collaborative discussions, and implemented with 22 graduate students at a large southeastern university in US. Online discussion transcripts were coded via the Online Learning Interaction Model, and learning satisfaction data were collected via an online survey. As a result, students’ social and knowledge-constructive interactions were closely associated with self-regulated processes. During group and class discussions, students were involved in planning and coordination interactions as well as those for reflection and self-evaluation. Students were generally satisfied with the design elements implemented in the authentic activities. The study findings provide insights on the design of the authentic and inquiry learning that supports both social and individual aspects of self-regulation processes.

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