کلیدواژهها
عنوان مقاله English
نویسندگان English
The purpose of this study was to investigate relationship between cognitive and meta-cognitive strategies and interactions of bachelor students in virtual universities and their academic achievement. In a correlation-Descriptive study, 352 bachelor students were selected from virtual universities. The gathering instrument was a two section questionnaire with 38 items. Students’ grade point average was considered as academic achievement. Data were analyzed by using analysis of variance, simple regression, T-test and multiple regression. Findings from this research showed that there is a significant relation between students’ cognitive and meta-cognitive strategies and interactions in virtual environment with their academic achievement. Furthermore, a factor that had the most predictability in interaction and academic achievement was interaction between faculty and learner, and in cognitive and meta-cognitive strategies were design and planning
کلیدواژهها English
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