Students' self-regulated learning, online information evaluative standards and online academic searching strategies

Authors

  • Sheng-Chau Tseng Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology
  • Jyh-Chong Liang Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology
  • Chin-Chung Tsai Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology

DOI:

https://doi.org/10.14742/ajet.242

Abstract

Online information searching strategies (OISS) used by students can be viewed as a key indicator in online learning environments. Therefore, developments in their OISS may also involve variables such as self-regulated learning (SRL) and online information evaluative standards (OIES). Three instruments, an OISS, a SRL and an OIES were used to investigate the roles of SRL (including basic and advanced SRL) and OIES (including naive and advanced standards) in the OISS of 307 high school students in Taiwan. The results of a structural equation model confirmed that both students' SRL and OIES have positive predictions on their OISS. In addition, students' advanced OIES mediated the relationships between basic SRL and OISS. However, when the students took advantage of the advanced SRL in employing OISS, the significance of the OIES was not shown. This study contributes to the understanding of students' online academic information searching strategies.

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Published

2014-04-02

How to Cite

Tseng, S.-C., Liang, J.-C., & Tsai, C.-C. (2014). Students’ self-regulated learning, online information evaluative standards and online academic searching strategies. Australasian Journal of Educational Technology, 30(1). https://doi.org/10.14742/ajet.242

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