Learning technologies as supportive contexts for promoting college student self-regulated learning.

2015 ◽  
pp. 277-294 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Nada Dabbagh ◽  
Suzanne E. Hiller ◽  
Brian Mandell
Keyword(s):  
College Student ◽  
Learning Technologies ◽  
Self Regulated Learning ◽  
Regulated Learning

Being a student in the social media era: exploring educational affordances of an ePortfolio for managing academic performance

2020 ◽  
Vol 37 (4) ◽  
pp. 121-138
Author(s):  
Aikaterini Alexiou ◽  
Fotini Paraskeva
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Learning Technologies ◽  
Vocational Education And Training ◽  
Control Group ◽  
Instructional Designers ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Practical Guidelines

PurposeUndergraduate students often find it difficult to organize their learning activities and manage their learning. Also, teachers need dynamic pedagogical frameworks and learning technologies for supporting learners to advance their academic performance. The purpose of this paper is to investigate the effect of an ePortfolio intervention on self-regulated learning (SRL cognitive, affective, behavioral and contextual processes) and academic achievement.Design/methodology/approachFor the purposes of this study, an ePortfolio was designed and implemented based on SRL. The ePortfolio-based self-regulated learning approach (ePSRL) system encompasses the merits of a social networking platform and the functionalities of a learning management system. The participants were 123 university students (38 females and 85 males) at a computer science department. Students were randomly divided into two groups, the experimental and the control group.FindingsThe results of the study indicate that there is a significant increase of the means across SRL processes between the perceptions in the experimental and the control group. The implementation of the ePSRL approach as a learning module for undergraduate students could enable learners to manage their learning processes, transform their behavior into measurable learning outcomes and foster their academic performance.Originality/valueThis paper considers the importance of SRL and ePortfolios. Also, highlights the need of providing technology enhanced training courses and interventions to undergraduate students for supporting them to thrive during their academic studies. Thus, it proposes a set of educational affordances and practical guidelines that can be used by practitioners, instructional designers and educators in higher education as well as in vocational education and training institutions.

scholarly journals Can Learning Objects Help Student-Teachers Become Self-Regulated Learners?

2021 ◽  
pp. 139-147
Author(s):  
Natanael Delgado Alvarado
Keyword(s):  
Student Teachers ◽  
Learning Objects ◽  
Learning Technologies ◽  
Learning To Learn ◽  
Integrative Learning ◽  
Self Regulated Learning ◽  
Starting Point ◽  
Regulated Learning ◽  
New Framework ◽  
Pedagogical Framework

This paper describes how an original resource set of learning objects was developed to foster learning to learn (Gargallo Lopez et al., 2020) among student-teachers and how these interactive online materials are planned to be effectively incorporated into an intervention. Such implementation follows an innovative pedagogical framework based on a sociocognitive view of self-regulated learning (SRL) and the integrative learning technologies (ILT) approach to technology. The full project, starting in August 2021, proposes the independent use of the resource set of learning objects as a starting point to assist student-teachers with the development of self-regulated learning in their English courses under this new framework.

Using Data Visualizations to Foster Emotion Regulation During Self-Regulated Learning with Advanced Learning Technologies

2017 ◽  
pp. 225-247 ◽  
Author(s):  
Roger Azevedo ◽  
Michelle Taub ◽  
Nicholas V. Mudrick ◽  
Garrett C. Millar ◽  
Amanda E. Bradbury ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Learning Technologies ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Using Data ◽  
Data Visualizations

The Role of Pedagogical Agents on Learning

2016 ◽  
pp. 362-386 ◽  
Author(s):  
Michelle Taub ◽  
Seth A. Martin ◽  
Roger Azevedo ◽  
Nicholas V. Mudrick
Keyword(s):  
Learning Technologies ◽  
Pedagogical Agents ◽  
Ubiquitous Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Research on the effectiveness of Advanced Learning Technologies (ALTs) on ubiquitous learning has suggested that students are often poor at self-regulating their learning (Azevedo, Taub, & Mudrick, 2015), and as a consequence, researchers have implemented Pedagogical Agents (PAs) to help foster students' use of Cognitive, Affective, Metacognitive, and Motivational (CAMM) Self-Regulated Learning (SRL) processes (e.g., Azevedo et al., 2013; D'Mello & Graesser, 2012). Several analyses have been conducted that investigated the impact and effectiveness of PAs on learning with ALTs (Schroeder & Adesope, 2014; Veletsianos & Russell, 2014). These results indicated that the effectiveness of PAs in ALTs is dependent on many factors, such as the content being studied, the population of students, and the features of the PAs themselves. Thus, it is important to consider all these details when designing and measuring the effectiveness of PAs in ALTs. Therefore, the goal of this chapter is to provide a synthesis of research on PAs, including an overview of these issues that need to be addressed.

scholarly journals PERAN REGULASI DIRI DALAM BELAJAR DAN KETERLIBATAN AKADEMIK TERHADAP INTENSI MENGUNDURKAN DIRI DENGAN RESILIENSI SEBAGAI MEDIATOR

2019 ◽  
Vol 3 (2) ◽  
pp. 307
Author(s):  
Pricilia Claudia Pattynama ◽  
Riana Sahrani ◽  
Pamela Hendra Heng
Keyword(s):  
College Student ◽  
Academic Engagement ◽  
Drop Out ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Second Year ◽  
High Level ◽  
Age Range ◽  
Mediator Variable

Pengunduran diri dari perkuliahan merupakan salah satu fenomena yang banyak terjadi pada mahasiswa, terutama mahasiswa strata 1 (S1) di institusi swasta. Penyebab utama fenomena ini adalah adanya intensi mengundurkan diri. Penelitian ini bertujuan untuk mengetahui peran regulasi diri dalam belajar dan keterlibatan akademik terhadap intensi mengundurkan diri dari perkuliahan. Secara khusus, penelitian ini bertujuan untuk menguji resiliensi sebagai variabel mediator. Penelitian ini menggunakan pendekatan kuantitatif, dengan 348 mahasiswa yang terdaftar di sebuah Universitas di Jakarta, Indonesia sebagai partisipan penelitian. Partisipan penelitian berusia 18 hingga 25 tahun. Pengambilan data dilakukan menggunakan empat alat ukur yang diadaptasi dari instrumen sebelumnya. Alat ukur tersebut mengukur regulasi diri dalam belajar, keterlibatan akademik, resiliensi dan intensi mengundurkan diri. Hasil penelitian menunjukkan bahwa resiliensi merupakan variabel mediator antara regulasi diri dalam belajar dan keterlibatan akademik terhadap intensi mengundurkan diri dari perkuliahan. Intensi tinggi untuk mengundurkan diri ditemukan pada mahasiswa di fakultas kedokteran serta mahasiswa tahun kedua. Hasil penelitian juga menunjukan bahwa keterlibatan akademik paling berkontribusi terhadap intensi mengundurkan diri dibandingkan regulasi diri dalam belajar dan resiliensi. Berdasarkan hasil penelitian, mahasiswa perlu meregulasi diri dalam perkuliahan, membangun rasa terlibat dengan proses studi, serta perlu memiliki resiliensi agar semakin memiliki intensi rendah untuk mengundurkan diri. Drop out of college students is a rising phenomenon, especially in private institution. The main cause of this phenomenon is drop out intention. The goal of this research was to investigate the role of self-regulated learning and academic engagement to predict college student drop out intention. Specifically, this research aim to test resilience as a mediator variable between self-regulated learning and academic engagement in drop out intention. This study conducted quantitative approach with 348 student enrolled in a University in Jakarta, Indonesia as participant. Participants’ age range from 18 to 25 years. Data collected from four instruments adapted from previous instrument measured self regulated learning, academic engagement, resilience and drop out intention. Result showed that resilience mediated self regulated learning and academic engagement to drop out intention. High level of drop out intention found in medical student and second year student. Academic engagement has the most contribution to drop out intention. Result showed that college student need to develop self-regulated learning, feel engage with their learning process in institution, and have resilience in order to reduce drop out intention.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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