Date of Award

1-1-2016

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (vi, 118 pages) : illustrations (some color)

Dissertation/Thesis Chair

Heidi Andrade

Committee Members

Reza Feyzi Behnagh, Kimberly Colvin

Keywords

Adult Learning, Metacognition, Microanalysis, Online Learning, Professional Development, Self-Regulated Learning, Web-based instruction, Career development, Internet in education, Self-efficacy

Subject Categories

Adult and Continuing Education | Educational Psychology

Abstract

Research has been conducted regarding self-regulated learning in online higher education contexts; however, much less attention has been devoted to the study of self-regulated learning in online professional development contexts. Because of the differences between these two learning environments, the primary purpose of this dissertation was to explore the role of self-regulated learning by adult learners in the workforce in an online professional development context. A secondary purpose of the study was to evaluate the applicability of Winne and Hadwin’s (1998) theoretical framework of self-regulated learning to an online professional development context. This exploratory study of adult learners participating in webinar-formatted online professional development examined the relationships between the key conditions of Winne and Hadwin’s theoretical framework and adult learners’ self-regulated learning behaviors. A self-report survey and microanalysis were used to collect data. Data analysis involved examining scatterplots and a correlation matrix of participants’ self-report data and microanalysis scores in order to examine the relationships between learners’ cognitive conditions and their cognitive operations and metacognitive evaluations.

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