A 6 page research paper that offers a critique of a study on web-based learning. Bell (2007) conducted a study that investigated the effects of self-regulated learning (SRL) and epistemological beliefs (EB) on the achievement of individual learners involved in courses that included web-based learning environments. The researcher points out that while online learning has been praised as creating greater access to higher education, it is questionable as to whether or not all students in their late adolescence/early adult years can benefit from this experience, as the online learning environment requires a high degree of self-regulation, as well as “higher levels of intellectual development” (Bell, 2007, p. 523). This critique of this study focuses on the methodology that was employed. Bibliography lists 2 sources.
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courses that included web-based learning environments. The researcher points out that while online learning has been praised as creating greater access to higher education, it is questionable as to whether
or not all students in their late adolescence/early adult years can benefit from this experience, as the online learning environment requires a high degree of self-regulation, as well as "higher
levels of intellectual development" (Bell, 2007, p. 523). The following critique of this study focuses on the methodology that was employed. Description of the experiment independent and dependent variables
The purpose of this study was to examine the effect of SRL and EB on individual levels of achievement in regards to asynchronous web-based learning environments (Bell, 2007). Specifically
the research question under examination was: "What is the predictive ability of self-regulated learning; epistemological beliefs; reasons for taking an online course; computer self-efficacy; prior academic achievement (GPA) and parental
level of education on final grade in asynchronous undergraduate online college courses?" (Bell, 2007, p. 523). This statement concisely sums up both the dependent and independent variables, as the table
below illustrates. Dependent variable Independent variables Final grade Self-regulated learning Epistemological beliefs Reasons for taking an online course Computer efficacy Prior academic achievement (GPA) Parental level of education Sampling
used This study utilized a participant group recruited from a co-educational public university located in the southeastern section of the United States. At this institution, registrar records showed that there
were roughly 2,700 students enrolled in web-based undergraduate courses. Of these, 629 students were randomly selected via random number generation to receive a recruitment invitation. These students ranged in age
from 18 to 50, with a mean age of 22.4 years. The survey respondents were 77 percent women (n=155) and 23 percent men (n=46). Reliability and Validity of the
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