Acceptance of and self-regulatory practices in online learning and their effects on the participation of Hong Kong secondary school students in online learning

Acceptance of and self-regulatory practices in online learning and their effects on the participation of Hong Kong secondary school students in online learning

• Lau, Kit Ling The Chinese University of Hong Kong
• Jong, Morris Siu Yung The Chinese University of Hong Kong

Education & Information Technologies, 28(7), 8715-8732, 2023

Springer

2023

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education

Self-regulation in Online Learning Self-regulatory Strategies Technology Acceptance COVID-19 Pandemic

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study investigated how the acceptance and use of self-regulatory strategies in online learning affected Hong Kong secondary school students' participation in online learning. A self-reported questionnaire was distributed to 1381 students from six secondary schools. Findings of the descriptive analysis indicated that students did not frequently use most types of online self-regulatory strategies. Although they agreed that the online learning methods were easy to use and facilitated learning, they did not actively participate in online learning activities and showed a low tendency to continuation. Further, structural equation modeling indicated that the effect of strategy use on actual participation was stronger than that of user acceptance. The former had a significant indirect effect on actual participation through the strong effect it had on user acceptance. Consequently, suggestions have been made for improving the instructional design of online learning and increasing students' willingness and readiness to participate in online learning. Copyright © 2023 Springer.

• English

Journal Articles

• 13602357

• 10.1007/s10639-022-11546-y

https://bibliography.lib.eduhk.hk/en/bibs/ce77bc1b

2024-04-09