Applying Strategies of Self-Regulation and Self-Efficacy to the Design and Evaluation of Online Learning Programs

2012 ◽  
Vol 40 (3) ◽  
pp. 323-335 ◽  
Author(s):  
Yong-Chil Yang ◽  
Eunmi Park
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Learning Programs

scholarly journals INTERAKSI KESIAPAN BELAJAR DAN KEPUASAN TERHADAP LAYANAN PADA PEMBELAJARAN ONLINE PROGRAM PASCASARJANA

2017 ◽  
Vol 36 (1) ◽  
Author(s):  
Suciati Suciati
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Learning Program ◽  
Learning Readiness ◽  
Individual Level ◽  
Learning Satisfaction ◽  
Learning Success ◽  
Learning Programs ◽  
Rate Correlation

Abstrak: Penelitian ini bertujuan untuk melakukan analisis interaksi antara kesiapan belajar, yang diukur melalui variabel self-efficacy, self-regulation, connectedness dan kepuasan belajar. Faktor-faktor ini dapat membuat mahasiswa merasakan kepuasan dalam proses pembelajaran, sehingga akan bertahan menyelesaikan studi dan tidak putus kuliah di tengah jalan. Sampel penelitian sebanyak 59 responden yang berasal dari berbagai kota provinsi, kabupaten, dan kecamatan di Indonesia. Pengumpulan data dilakukan menggunakan kuesioner yang dikirimkan kepada mahasiswa melalui email, dengan tingkat pengembalian 29,4%. Data dianalisis menggunakan korelasi, dan ditemukan adanya hubungan antarvariabel yang positif dan signifikan, berkisar antara 0,25 sampai 0,78. Selanjutnya dilakukan uji klasik sebelum data dianalisis menggunakan analisis korelasi regresi. Hasil penelitian ini membuktikan bahwa faktor self-efficacy, self-regulation, connectedness secara simultan memengaruhi kepuasan mahasiswa terhadap program belajar yang diikuti. Kepuasan mahasiswa diharapkan dapat membuat mahasiswa bertahan sampai ke akhir dan mencapai keberhasilan.Temuan juga menunjukkan bahwa faktor connectedness secara partial tidak berpengaruh terhadap kepuasan. Kata kunci: pembelajaran online, kesiapan belajar, efikasi diri, regulasi diri, keterhubungan, kepuasan INTERACTION BETWEEN LEARNING READINESS AND SATISFACTION AND THE LEARNING SERVICE IN A GRADUATE ONLINE LEARNING PROGRAM Abstract: This article intends to analyze the interaction among learning readiness, measured by selfefficacy, self-regulation, connectedness and learning satisfaction in online learning. Success in online learning requires a certain mindset and learning behavior necessary for independent learners, to persist and succeed in study. Fifty-nine (59) students from various parts of Indonesia constitute respondents of this research. A questionnaire was sent to 200 students by email, with a 29.4 % return rate. Correlation and regression analysis was employed to determine the effect of the research variables on learning satisfaction. The result shows a positive and significant correlation among students self-efficacy, selfregulation, connectedness and learning satiffaction, ranging from .25 to .78. Further analysis using multiple regression indicates a simultaneous significant effect of self-effectiveness, self-regulation and connectedness on learning satisfaction with effect size of 40%. However at individual level, the effect is not statistically significant. Suggestions are made in terms of developing and implementing online learning programs. Key words: Online learning, learning readiness, self-efficacy, self-regulation, connectedness, satisfaction

Transforming the Online Learning Experience

2021 ◽  
pp. 009862832110489
Author(s):  
Nancy J. Hamilton ◽  
Benjamin C. Heddy ◽  
Jacqueline A. Goldman ◽  
John B. Chancey
Keyword(s):  
Online Learning ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Virtual Learning ◽  
Strategy Use ◽  
Virtual Learning Environment ◽  
Personal Relevance

Background College instruction has experienced a significant movement toward increased online learning course options. Without appropriate supports, students in virtual learning environments often face greater challenges with self-regulation, motivation, and recognizing the personal relevance of course content. Objective The current study focuses on the prevalence of personal relevance and its associated impact on cognitive and motivational variables including achievement emotion, intrinsic value, self-efficacy, test anxiety, cognitive strategy use, self-regulation, and metacognition in a virtual learning environment. Method Students in two online graduate level human development courses completed a series of questionnaires ( N = 73) for course credit. Results Results show the high transformative experience (TE) group reported significantly higher positive emotions, interest, intrinsic value, self-efficacy, cognitive strategy use, test anxiety, and self-regulation, giving them more cognitive and motivational benefits than those who experienced low levels. They also show no relationship between TE and course grade. Conclusion Future research in this area may benefit from focus on ways to intentionally increase TEs from online contexts to real-life contexts. Teaching Implications Such research would allow instructors intentionality in pedagogical endeavors while allowing students to integrate course information into their daily lives.

scholarly journals Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Tami Im ◽  
Minseok Kang
Keyword(s):  
Online Learning ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Self Regulation ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Structural Relationships

The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results of this study. Achievement goal orientation –approach, self-regulated learning, test-anxiety, and self-efficacy, were positively related to participation; however, achievement goal orientation-avoidance was negatively related to participation. Test-anxiety was directly related to learning achievement and it was found that participation affected learning satisfaction and learning achievement. It was also revealed that learning satisfaction was related to learning achievement. Results of this study suggest that a comprehensive management of learners’ psychological variables, such as achievement goal orientation, self-regulation, test-anxiety, self-efficacy for designing, and managing online learning environments is important to online learning organizations, instructors, and administrators for better learner support.

scholarly journals ROLE OF SOCIAL SUPPORT TOWARD STUDENT ACADEMIC SELF-EFFICACY IN ONLINE LEARNING DURING PANDEMIC

2021 ◽  
Vol 19 (2) ◽  
pp. 133-154
Author(s):  
WAHYU SAEFUDIN ◽  
SRIWIYANTI SRIWIYANTI ◽  
SITI HAJAR MOHAMAD YUSOFF
Keyword(s):  
Social Support ◽  
Online Learning ◽  
Distance Learning ◽  
Self Efficacy ◽  
Primary Data ◽  
Learning Program ◽  
Study Results ◽  
Library Studies ◽  
Learning Programs ◽  
Academic Self Efficacy

The Covid-19 pandemic has changed many government policies. One of them is distance learning policies implemented by affected countries. However, distance-learning or online learning program has received a negative response due to the lack of preparation and socialization. Therefore parents, teachers, and students find it difficult to adapt. Students feel doubtful and anxious about success in online learning programs. At the same time, students need high self-efficacy to advance in learning and get the desired results. Therefore, this study aims to describe the description of student self-efficacy in online learning during the pandemics. The research method used is a qualitative approach. The primary data in library studies are compiled through various search pages for scientific journals, books, and government regulations. The study results show that not all students' academic self-efficacy during distance learning is high. Some students are in the lower middle category. In addition, social support has a strong role in increasing students' academic self-efficacy. Thus, this research can be used as an evaluation material in education and a reference in creating policies.

scholarly journals Online Teacher Work to Support Self-Regulation of Learning in Students with Disabilities at a Fully Online State Virtual School

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Mary Frances Rice ◽  
Richard Allen Carter, Jr.
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Self Regulation ◽  
Virtual School ◽  
Online Teachers ◽  
Learning Programs ◽  
Teacher Work ◽  
Regulation Strategies ◽  
K 12 ◽  
Do So

Students with disabilities represent a growing number of learners receiving education in K-12 fully online learning programs. They are, unfortunately, also a large segment of the online learning population who are not experiencing success in these environments. In response, scholars have recommended increasing instruction in self-regulation skills for these students, but whether teachers are able to promote self-regulation as part of their instruction and how they will do so remains unknown. The purpose of this qualitative study was to examine how practicing teachers provided self-regulation strategies to students with disabilities in a fully online learning environment. In this context, the teachers intended to offer self-regulation strategies to students, but they were largely unable to do so. This work has the potential to influence professional development programs for online teachers in the hopes that students with disabilities will be able to learn self-regulation strategies and ultimately be more successful.

scholarly journals Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Brittany Landrum
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Time Management ◽  
Self Efficacy ◽  
Learning Experience ◽  
Self Regulation ◽  
Past Research ◽  
Perceived Usefulness ◽  
Online Classes ◽  
Online Class

As online class offerings continue to proliferate and more students take at least one online class in college, more research is needed to explore factors that impact students’ perceptions of their online classes. Past research has found a positive relationship between students’ computer self-efficacy and their satisfaction with online learning, but little research has explored how learning management system and online learning self-efficacy relate to perceptions of satisfaction and perceived usefulness of online classes. In addition to confidence, students must also implement and apply their learning skills in an online environment; thus self-regulation and time management as well as past online learning experience are additional factors that have been shown to be related to satisfaction with and usefulness of online learning. This study explores how students’ confidence regarding their ability to use online learning platforms, utilize self-regulation strategies, and their confidence in their ability to learn in online classes predict both their satisfaction with and perceived usefulness of online classes. Multiple regression analyses revealed that students’ confidence to learn online was the strongest positive predictor of satisfaction and usefulness of online classes. The results indicate that exploring students’ purpose and reasons for taking online classes, beyond a students’ skill set and learning strategies, are fruitful directions to pursue when assessing evaluations of online classes. 

scholarly journals The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

scholarly journals A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jacqueline S. Stephen ◽  
Amanda J. Rockinson-Szapkiw
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Self Efficacy ◽  
Self Regulation ◽  
High Impact ◽  
Online Learning Environment ◽  
Online Students ◽  
First Semester ◽  
Significant Difference

AbstractStudent enrollment continues to increase in online programs, but there is concern surrounding the reportedly high rates of attrition in online classes compared to face-to-face classes. Undergraduate students are poorly prepared and lack the human agency necessary for success in the online learning environment. To address the lack of persistence of undergraduate online students, universities must create and implement interventions that prepare students for the online learning environment and help them develop as autonomous learners. This study examined whether differences in self-regulation, self-direction, and online learning self-efficacy exist between students participating in an experimental high-impact First-Semester Seminar (FSS) class and a traditional FSS class while controlling for pre-existing factors. A quantitative, quasi-experimental, pretest-posttest research design was used for this study with nonequivalent control groups, and multivariate analysis of covariance (MANCOVA) and follow up analyses of covariances (ANCOVA) were used to analyze the data. MANCOVA results revealed a statistically significant difference between groups. Follow-up ANCOVAs revealed differences between the posttest scores of the traditional FSS class and the high-impact FSS class on the measurements for self-directed learning and self-regulated learning.

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