A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation
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A third (33%) of the reviewed papers focused on assessment including summative and formative assessment, online exams, marking, and feedback.
“A third (33%) of the reviewed papers focused on assessment including summative and formative assessment, online exams, marking, and feedback (Adesemowo et al., 2016; Albano & Dello Iacono, 2019; Basol & Balgalmis, 2016; George-Williams et al., 2019).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Basol & Balgalmis, 2016
Cites
Perceived usefulness, perceived ease of use, and user acceptance of information technology
Davis, F. D. (1989) · MIS Quarterly · doi:10.2307/249008 · Cited by 68,483 · see citing works
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 7,305 · cited 1× · see citing works
“…affective factors such as motivation, interest, self-efficacy, self-regulation, satisfaction, anxiety, and usefulness etc. are important determinants in students' Arts and Sciences Conference me, Rome, Italy on October l), esrabalgalmis@gmail.com learning (Liaw & Huang, 2013; Zimmerman, 2002).”
BackgroundMeasuring Self-Regulated Learning
Winne, P. H., & Perry, N. E. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50045-7 · Cited by 1,383 · see citing works
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Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017) · Computers & Education · doi:10.1016/j.compedu.2016.10.001 · Cited by 1,003 · see citing works
A systematic review on trends in using Moodle for teaching and learning
Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022) · International Journal of STEM Education · doi:10.1186/s40594-021-00323-x · Cited by 360 · see citing works
Multimodal data to design visual learning analytics for understanding regulation of learning
Noroozi, O., Alikhani, I., Järvelä, S., Kirschner, P. A., Juuso, I., & Seppänen, T. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2018.12.019 · Cited by 140 · see citing works
- Authors
- Basol, G., & Balgalmis, E.
- ORCID
- Basol, Gulsah
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2016-05
- Volume
- 58
- Pages
- 388-397
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W2271729462
- Cited by
- 31
- References
- 3
- Citations by year
- 2026: 1 · 2024: 3 · 2023: 2 · 2022: 4 · 2021: 7 · 2020: 3 · 2019: 1 · 2018: 5 · 2017: 4 · 2016: 1
- FWCI
- 16.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers in Human Behavior (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- gender differences, formative assessment, online quizzes, student self-regulation, online assessment, pre-service teachers, blended learning, Moodle, online course management systems, higher education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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