Document Type : Original Article
Authors
1 assistant professor of educational technology, educational science department, Humanities faculty, Bu – Ali sina university, Iran
2 PhD in Arabic language and literature, Shahid Chamran University of Ahvaz.
Abstract
A correlation method was adopted to investigate the relationship between self-regulated learning strategies and e-learning satisfaction and predict this satisfaction with self-regulated learning strategies. The statistical population of this study included 117 undergraduate students of Arabic language studying in the second semester of the 99-98 academic year, at Shiraz University. 86 students were selected based on Morgan table through convenient sampling method. To measure e-learning satisfaction, a 36-item researcher-developed questionnaire based on Likert scale was used. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach’s alpha formula (α=74%). To evaluate self-regulated learning strategies Bofard et al.’s questionnaire (1995) was used and the alpha level of this scale was 69%. Findings of this study showed that all three components of self-regulated learning, (i.e. cognitive, metacognitive and motivational strategies) have a positive and significant relationship with e-learning satisfaction. Satisfaction with e-learning can also be predicted through self-regulated learning strategies. Therefore, it can be concluded e-learning satisfaction will increase as a learner develops self-learning strategies.
Keywords
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