Abstract
The research is financed by Reform of the Practical Teaching Mode of Enterprise Resource Planning Based on the Cultivation of Students' Learning Ability(55611219) Abstract At present, the migration of learners from offline classroom to online learning space faces the problem of high dropout rate. Previous research suggested that self-regulated learning practice is a key factor affecting the effectiveness of online learning, but the research on the driving causes of self-regulated learning is still in the exploration stage. In the study, the impact on self-regulated learning practice is investigated. Based on the practice theory of Bourdieu, a large number of interviews was conducted by the grounded theory methodology. The results indicated that the impact on learners' self-regulated learning practice was accomplished by four aspects, i.e., online field structured, capitals reproduced, new habitus generated and practice of self-regulated learning. The managerial implications from our study are discussed finally. Keywords: Bourdieu theory; self-regulated learning; practice DOI : 10.7176/EJBM/11-32-01 Publication date: November 30 th 2019
Highlights
The development of the internet has prompted online courses to be popular and many people have migrated to online to learn
Online learning is conducted in an open virtual cyberspace, including teacher customized teaching, anonymous interaction between teachers and students, and online innovative course assessment and so on
I talked with online friends about how to find online courses and they interaction recommended many learning platform for me learners' social capital (Breath)
Summary
The development of the internet has prompted online courses to be popular and many people have migrated to online to learn. Online learning is conducted in an open virtual cyberspace, including teacher customized teaching, anonymous interaction between teachers and students, and online innovative course assessment and so on. Unlike traditional learning where students learn synchronously, students who study online have more opportunities and access to obtain additional resources(Artino&Jones,2012;Schrum,2000). As one of the representative products of technical practice in education, MOOC has accelerated the pace of individualized independent learning development with advanced digital means and diverse digital resources. Statistics show that only about 8.56% of MOOC learners have completed the course study(Lin Jiang et al.,2013). Success in an online learning environment depends on a students’ ability to engage in the learning process actively and autonomously(Wang,Shannon&Ross,2013). With the evolution of Web2.0 and Web3.0 technologies, the learning behavior of a new generation of learners presents differently, and it is a need to summarize the characteristics of such learning activities and understand what factors driving learners to engage
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