Applying Self-Regulated Learning Strategies in a Web-Based Instruction—An Investigation of Motivation Perception

Abstract

The purpose of this study was to examine the effect of self-regulated learning strategies on learners' perception of motivation within web-based instruction. In this study, self-regulated learning strategies, which were intended to assist students to self-observe and self-evaluate their effectiveness, were incorporated into a one-semester web-based course to help students improve their learning motivation. Research results revealed that students' motivation perception benefited from the web-based instruction with self-regulated learning strategies. Students learning within a web-based environment with self-regulated learning strategies became more responsible for their own learning, more intrinsically orientated and more challengeable. They tended to value the learning material more and became more confident in course understanding and class performance.

Acknowledgements

The author would like to thank the reviewers, the Editor of CALL, and Dr James Lehman for their insightful remarks in revising and publishing the paper.