The Role of Students' Self-regulated Learning Strategies, Computer Skills and Academic Achievement in Their Views about Synchronous and Asynchronous Interactions in Blended Combined Learning Approach

Subject Areas : Research in Curriculum Planning

ali akbar ajam ¹ (1دانشجوی دکتری برنامه ریزی درسی، دانشگاه فردوسی، مشهد، ایران)
hosein jaafary suny ² (2استادیار گروه علوم تربیتی و روان‌شناسی، دانشگاه فردوسی، مشهد، ایران)
بهروز مهرام ³ (3دانشیار گروه علوم تربیتی و روان‌شناسی، دانشگاه فردوسی، مشهد، ایران)
محمد رضا آهنچیان ⁴ (4دانشیار گروه علوم تربیتی و روان‌شناسی، دانشگاه فردوسی، مشهد، ایران)

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2012-09-22

Keywords: - Asynchronous interaction, - Academic achievement, - Self-regulation, - Computer skills, - Synchronous interaction, Learning,

Abstract :

This study was conducted with the aim of investigating the role of students' self-regulated learning strategies, computer skills and academic achievement in their views about synchronous and asynchronous interactions in combined learning approach. This study was a descriptive-comparative research. The study population included all of the students enrolled in Mashhad Payam e-Noor (distance education) University. Out of them, 382 students were selected by simple random sampling method by using Cokeran's formula. Data collection tools were Pintrich and DeGroot's self-regulated learning questionnaire, the researcher-made questionnaire on students' computer skills and the questionnaire about the students’ views on synchronous and asynchronous combined learning approach. The results showed that there was no significant difference between male and female students' self-regulated learning strategies and the the students agreed with synchronous and asynchronous interactions in combined learning approach. There was no significant difference between male and female students' self-regulated learning strategies. computer skills and academic achievement, and their views about synchronous and asynchronous interactions in learning approach. students' self-regulated learning, computer skills and academic achievement all are appropriate predictors of their views about synchronous and asynchronous interactions in blended combined learning approach.