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Higher Education, Online Learning, and College Student Performance: Effects of Instructional Objectives on SelfRegulation and S,Used
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Many studies have investigated webbased learning in higher education and the effects it has on academic performance including selfregulation (Janicki & Liegle, 2001; MacDonald, Stodel, Farres, Breithaupt, & Gabriel, 2001; McKeachie, 1999). The purpose of this book is to examine the relationship between instructional objectives as it affects academic selfregulation and academic performance among undergraduate students enrolled in a webbased class and a nonwebbased class. This presentation also included an indepth review of the literature concerning online and facetoface learning, higher education outcomes, instructional objectives, and selfregulation all occurring in higher education. Results of the study indicated that there were no interactions between instructional objectives and course delivery (online versus face to face learning). When course delivery was further examined it did have an affect on course performance. On the other hand, further analysis revealed that the quality of instructional objectives had no affect on course performance and selfregulation. The discussion section reviews limitations and directions for future studies.
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