William R Watson
Biographic Data
| ID | 6769506 |
|---|---|
| NAME | William R Watson |
| GIVEN NAMES | William R |
| FAMILY NAME | Watson |
| SIGNATURE | WATSON W R |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0000-0002-0587-6947 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Instructional Designers' Perceptions & Experiences of Collaborative Conflict with Faculty
Effectiveness of digital games in producing environmentally friendly attitudes and behaviors
Exploring the Effectiveness of Digital Games in Producing pro-Environmental Behaviors when Played Collaboratively and Individually
Using personalized learning as an instructional approach to motivate learners in online higher education
In this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and rela…
The Influence of Successful Mooc Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investig…
The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive co…
Learning Technology Models that Support Personalization within Blended Learning Environments in Higher Education
Systematic literature review on self-regulated learning in massive open online courses
Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies…
Attitudinal Learning in Large-Enrollment Classrooms
Gaming the Performance
The push for technology integration in classrooms calls for examinations of available options, particularly those that have not yet been used to their full potential for various reasons. One such technology is digital commercial games which, though designed for entertainment, may have potential educational benefits. Although there have been several discussions in the literature about the possibilities of such commercial video games as educational…
Exploding the Ivory Tower
Exploding the Ivory Tower
Gaming the Performance
The push for technology integration in classrooms calls for examinations of available options, particularly those that have not yet been used to their full potential for various reasons. One such technology is digital commercial games which, though designed for entertainment, may have potential educational benefits. Although there have been several discussions in the literature about the possibilities of such commercial video games as educational…
Systematic literature review on self-regulated learning in massive open online courses
Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies…
Attitudinal Learning in Large-Enrollment Classrooms
Using personalized learning as an instructional approach to motivate learners in online higher education
In this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and rela…
The Influence of Successful Mooc Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investig…
The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive co…
Learning Technology Models that Support Personalization within Blended Learning Environments in Higher Education
Effectiveness of digital games in producing environmentally friendly attitudes and behaviors
Exploring the Effectiveness of Digital Games in Producing pro-Environmental Behaviors when Played Collaboratively and Individually
Instructional Designers' Perceptions & Experiences of Collaborative Conflict with Faculty
Psychology (10 works) · Computer Science (9 works) · Mathematics education (8 works) · Online and Blended Learning (6 works) · Online Learning and Analytics (6 works) · Pedagogy (6 works) · Educational technology (5 works) · Cognition (4 works) · Innovative Teaching and Learning Methods (4 works) · Social Psychology (4 works)