scholarly journals Exploring socially shared regulated learning in PBL using group digital learning diaries: A study design

2020 ◽  
Author(s):  
Thea Morgan
Keyword(s):  
Study Design ◽  
Digital Learning ◽  
Regulated Learning

scholarly journals SELF-REGULATED LEARNING AND DIGITAL LEARNING ENVIRONMENT: ITS’ EFFECT ON ACADEMIC ACHIEVEMENT DURING THE PANDEMIC

2021 ◽  
Vol 40 (2) ◽  
pp. 374-388
Author(s):  
Nani Sutarni ◽  
M Arief Ramdhany ◽  
Achmad Hufad ◽  
Eri Kurniawan
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Structural Equation ◽  
Learning Ability ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning

The unprecedented changes in the education sector due to the recent pandemic demand teachers and students to adapt to new ways of learning via online platforms. A plethora of latest research has investigated various topics such as online learning platforms, online learning materials, and teacher/student perceptions; however, little is known about the link between online learning and achievement. Occupying this lacuna, this study specifically sought to examine the relationship between self-regulated learning (SRL), the digital learning environment, and student’ academic achievement during the pandemic.  The population of this research was 1,800 students (freshmen, sophomore, junior, and senior class) enrolled for the Introduction to Management course at a state university in Bandung, Indonesia. Selected using a proportionate random sampling, 317 students participated as the respondents.  The data were collected through questionnaire surveys, while the Structural Equation Model (SEM) was employed to analyze the interrelationship among the construct variables.  The results of this study show that promoting SRL may affect the optimization of the digital learning environment and academic achievements.  Students with better self-regulated learning ability can somehow optimize their digital learning environment and be more progressive in terms of academic achievement.

Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?

2021 ◽  
pp. 1206-1227
Author(s):  
Aweke Shishigu ◽  
Kassa Michael ◽  
Mulugeta Atnafu
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Digital Learning ◽  
Pedagogical Practice ◽  
Instructional Tools ◽  
Student Centered ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Improved Learning

As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.

scholarly journals INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 29-64
Author(s):  
Lilian Anthonysamy ◽  
Koo Ah Choo ◽  
Hew Soon Hin
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Learning Performance ◽  
Future Research ◽  
Digital Learning ◽  
Sources Of Information ◽  
Self Regulated Learning ◽  
Regulated Learning

Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.

Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?

2019 ◽  
pp. 44-70
Author(s):  
Aweke Shishigu ◽  
Kassa Michael ◽  
Mulugeta Atnafu
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Digital Learning ◽  
Pedagogical Practice ◽  
Instructional Tools ◽  
Student Centered ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Improved Learning

As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.

Online Self-Regulated Learning and Achievement in the Era of Change

2021 ◽  
pp. 073563312110251
Author(s):  
Damian J. Rivers ◽  
Michiko Nakamura ◽  
Michael Vallance
Keyword(s):  
Teaching And Learning ◽  
Digital Learning ◽  
Metacognitive Skills ◽  
Learning Spaces ◽  
Face To Face ◽  
Japanese University ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Behavioral Action ◽  
The Relationship

As education is remodelled to online solutions, instructors and students are required to adapt their teaching and learning through different forms of monitoring, regulation and assessment. This remodelling requires conceptual and philosophical reflection relating to stakeholder roles and the relationship between learners and teaching materials within digital learning spaces. With a sample of 276 student participants, this article reports from a Japanese university which shifted all regular face-to-face lectures online at short notice during 2020. Self-regulated learning is drawn from to test a primary thesis that online self-regulated learning impacts achievement. It was hypothesized that metacognitive skills provide the foundation for online self-regulated learning but are not able to exert a direct effect on achievement as such skills must be mediated through applied behavioral action. Three criterion models indicated limited achievement effect sizes between 11.1% and 12.6%. The outcomes are discussed in relation to online learning and pedagogies relevant to distance education in the era of change.

Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms

2021 ◽  
Vol 11 (4) ◽  
pp. 1-19
Author(s):  
Chiu-Pin Lin ◽  
Su-Jian Yang
Keyword(s):  
Adaptive Learning ◽  
Learning Performance ◽  
Control Group ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
Regulated Learning ◽  
Experimental Group ◽  
Group 1

This study uses the knowledge structure of the adaptive learning platform to explore the model of elementary school students' self-regulated learning of mathematics. The research objects are 85 students who are in grade five. In the two experimental groups, students are divided into groups to carry out scaffold-support self-regulated learning and experimental teaching. The control group conducts traditional teaching. The results of the study show that: 1) The self-regulated learning model supported by multiple scaffolding performs better than the traditional teaching models in learning mathematics. And it is also superior to the traditional narrative of only teaching materials provided by the digital learning platform. 2) The learning performance of high achievement students is higher in Experimental Group 1 compared to all the other groups. 3) Students in Experimental Group 1 have more confidence in themselves as compared to those of Experimental Group 2 with regards to these five aspects including self-regulated learning/planning, self-monitoring, evaluation, reflection, and effort.

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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