Acceptance of and self-regulatory practices in online learning and their effects on the participation of Hong Kong secondary school students in online learning-Reference-Cited by-同舟云学术

Acceptance of and self-regulatory practices in online learning and their effects on the participation of Hong Kong secondary school students in online learning

Published:2022-12-27 Issue: Volume: Page:
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Lau Kit Ling^ORCID,Jong Morris Siu Yung

Funder

Hong Kong Research Grants Council

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Link

https://link.springer.com/content/pdf/10.1007/s10639-022-11546-y.pdf

Reference62 articles.

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2. Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Del Río Villanueva, C. A., Avolio Alecchi, B., & Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 26(6), 6823–6845. https://doi.org/10.1007/s10639-021-10473-8

3. Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021

4. Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2), 156–177.

5. Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370. https://doi.org/10.1016/j.cedpsych.2003.09.002

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