Analysis of the Features of the Junior and Senior High School Students of Regulated Learning in Asynchronous e -Learning

Abstract

This study intends to examine the relevance of the learning form, the learning experience and their psychological characteristics, for junior and senior high school students to work on collaborative learning in the asynchronous e-learning. OSRLI-J (a Japanese version of the Online Self-Regulated Learning Inventory) used in the research showed the same factor structure as the previous researches, which confirms the reliability in general. In relation with the learning form, the mutual evaluation activities promote the regulated learning. Under such condition, a significant correlation has shown between the learning log and their psychological personality. In the learning experience, we confirmed a significant correlation between the regulated learning and their psychological personality for beginner students, the regulated learning and NFC (the Need For Cognition) for students with experiences. We also have found out the features of the regulated learning due to the difference in the learning experience. In the Co-RL (Co-Regulated Learning) which paired the junior high school and senior high school students, we confirmed there is a significant correlation between the total amount of words used in the learning log of junior high school students and the psychological characteristics, as well as the interaction strategies of paired high school students. These results will form a viewpoint for further research of e-learning intended for junior and senior high school students.