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Self-regulated learning skills as the predictors for the positive perception of the online accelerated instruction learning experiences

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dc.contributor.authorOzkeskin, Emrah Emre
dc.contributor.authorChih Hsiung Tu
dc.contributor.authorEmrah Emre Ozkeskin
dc.contributor.authorLaura E. Sujo Montes
dc.contributor.orcid0000-0002-6736-404X
dc.date.accessioned2025-11-13T11:55:36Z
dc.date.issued2021-01-01
dc.identifier.doihttps://doi.org/10.1504/ijil.2021.112997
dc.identifier.endpage129
dc.identifier.issn1471-8197
dc.identifier.issue2
dc.identifier.openalexW3111910670
dc.identifier.startpage129
dc.identifier.urihttps://hdl.handle.net/11421/8402
dc.identifier.urihttps://doi.org/10.1504/ijil.2021.112997
dc.identifier.volume29
dc.language.isoen
dc.relation.ispartofInternational Journal of Innovation and Learning
dc.rightsrestrictedAccess
dc.subjectPerception
dc.subjectOnline learning
dc.subjectPsychology
dc.subjectComputer science
dc.subjectElectronic learning
dc.subjectExperiential learning
dc.subjectEducational technology
dc.subjectCognitive psychology
dc.subjectKnowledge management
dc.subjectMathematics education
dc.subjectMultimedia
dc.subjectNeuroscience
dc.subject.sdg4
dc.titleSelf-regulated learning skills as the predictors for the positive perception of the online accelerated instruction learning experiences
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5012106252

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