Can Factors Related to Self-regulated Learning and Epistemological Beliefs Predict Learning Achievement in Undergraduate Asynchronous Web-based Courses?
Abstract
This study examined the effects of self-regulated learning (SRL) and epistemological beliefs (EB) on individual learner levels of academic achievement in Web-based learning environments while holding constant the effect of computer self-efficacy, reason for taking an online course, and prior college academic achievement.
