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    ABSTRACT: This exploratory study supports strategic planning efforts, with a focus on student self-direction, to improve the success of an academic institution’s distance education programming, to moderate the gap in failure and withdrawal rates between course delivery formats, and to provide tailored support mechanisms to the diverse student population the college serves. The constructs that impact course success were investigated through use of the Motivated Strategies for Learning Questionnaire (MSLQ) with 570 students enrolled in various course delivery formats.
    International Journal of Self-Directed Learning. 05/2012; ISSN 1934-3701(Volume 9, Number1):24.
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    ABSTRACT: This paper discusses the core issues in quality assurance of student-centered learning (SCL) and teaching for ICT integrated higher education. A systemic evaluation model with various indicators to ensure the quality of SCL is presented and the research outcomes related to the indicators in the model are summarized. To enhance the learning experience of SCL, the process of SCL should use indicators to check the students' preparation and learning engagement, and to ensure proper learning outcomes. Critical domains and factors of the indicators for assuring the quality of SCL for each stage -before, during, and after -have been identified and described conceptually. Introduction The paradigm shift from teaching to an emphasis on learning has encouraged that power be moved from the teacher to the student (Barr and Tagg, 1995). The teacher-focused transmission of information formats, such as lecturing, has received an unprecedented amount of criticism, thus paving the way for the widespread growth of "student-centered learning" (SCL) as an alternative approach. In SCL, "students might not only choose what to study, but how and why that topic might be an interesting one to study." This definition emphasizes the concept of students having "choice" and freedom in their learning. Even though fullness of freedom in "choice" has yet to be realized, the Internet and multimedia technologies have increased the possibility of "choice" and access to knowledge and information. With emerging technologies, education has been transformed into various formats such as online learning, modularized learning, and blended learning, among others. Constructivism in a theoretical perspective also contributed to the transformation especially in the context of higher education. The constructivist view of learning in terms of the importance it places on activity, discovery and independent learning provides a theoretical basis for SCL (Carlile and Jordan, 2005).
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    ABSTRACT: submit your manuscript | www.dovepress.com Dovepress 27 O r i g i n A l r E s E A r c h open access to scientific and medical research Open Access Full Text Article http://dx.doi.org/10.2147/AMEP.S75830 relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis salah Eldin Kassab 1 Ahmad i Al-shafei 2 Abdel halim salem 3 sameer Otoom 4 Purpose: This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods: Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strate-gies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results: Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examina-tion scores (17% of the variance explained). However, there were no significant direct relation-ships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion: The results of this study will have important implications for designing blended learning courses in medical schools.
    Advances in Medical Education and Practice. 01/2015; 6:27-34.