dc.description.abstract | This research mainly discusses the relationship between self-regulated learning , learning behavior in online courses and learning outcomes , as well as the impact of cognitive load theory and willingness of using online courses and learning outcomes.
The subjects of the study were 346 students from the calculus course for college of management in the first semester of 108 academic year.
This study used Pearson correlation coefficient ,Analysis of Variance , and Regression Analysis to analyze students from academic achievements, questionnaire information,and learning behavior in online calculus courses , and integrate the relationship between self-regulated learning, learning behavior in online courses , and learning outcomes , as well as integrate the relationship between cognitive load theory , willingness of using online courses , and learning outcomes.
It was found that self-regulated learning , learning behavior in online courses , and learning outcomes are significantly related to each other . If students have better self-regulated learning skills , they will use online courses more often and their learning outcomes will be better . Cognitive load theory and willingness to use e-book online courses are significantly related to learning outcomes . If the cognitive load of the student is higher , the learning outcome will be poorer . If students are more willing to use online courses , they will have better learning outcomes . However , cognitive load theory and willingness to use e-book online courses are not significantly related to learning behavior in the online courses. | en_US |