Editorial: Self-regulated learning in online settings
Paula Galvao de Barba2022, Frontiers in Psychology
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Abstract
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This editorial discusses the importance of self-regulated learning (SRL) in online educational contexts, particularly as online learning has surged due to the COVID-19 pandemic. It highlights the contributions of 13 articles in a special issue that explored various dimensions of online SRL, including understanding SRL mechanisms and examining interventions to support students. The articles collectively emphasize the complexity of SRL and the need for innovative, personalized approaches to enhance learner autonomy and effectiveness in online environments.
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Self-Regulated Learning Online: Motivation The Review of the Literature
DESCRIPTION Studies have shown that there is a positive and significant correlation between academic successes and “the choice and application of self-regulated learning strategies” (Cheng & Chau, 2012, p. 9). Based upon the review of the literature there are several important elements in self regulated learning that are instrumental for online learner’s success: motivation, time management, learning environment management, technology self-efficacy and help seeking (Artino & Stephens, 2009; Cheng & Chau, 2013; Cho & Shen, 2013; Lynch & Dembo, 2004; Sansone et al., 2011; Sharma et al., 2007; Williams & Hellman, 2004) Motivation seems to be a very complex attribute of SRL as it can be explored from different perspectives. This literature review will attempt to summarize and synthesize studies on motivation as one of the important elements of SLR in online environments.
Overview of Self-Regulated Learning in College Students Participating in Online Learning
Advances in Social Science, Education and Humanities Research, 2022
The online learning process brings new changes and dynamics for students, one of which is the demand for independent study. These demands make students need self-regulated learning abilities that can help students set goals to be achieved in the learning process by determining the strategies to be used. The existence of goals to be completed and strategies prepared by students can help students to be able to organize themselves in the learning process and make it easier for students to study independently. This study aims to discover the description of selfregulated learning in students who participate in the online learning process. This research is quantitative research with descriptive type. The sampling technique used is convenience sampling with 155 respondents. The data collection process uses the self-regulated learning scale (SRL-S) and several open-ended questions. The results showed that self-regulated learning in students who participated in online learning was in the medium category. This is because most students already have self-confidence that can motivate and help students to have goals to be achieved in the learning process.
Can self-regulated learning strategies improve academic achievement in online higher education learning environments?
Advances in Integrative Medicine, 2017
A Study of Self-regulated Learning in an Online Gaming Environment for Engineering Education
International Journal of Information and Education Technology, 2017
In this paper, we study the self-regulated learning aspect in an interactive open-ended game-like design environment. We used the interactive game UNTANGLED to conduct this study. This paper is focused on studying the effect of time breaks on the performance of game players and the quality of solutions players generate. Our results suggest that i) games should require a certain level of metacognition, so that players are expected to self-evaluate, self-direct, and self-select choices that lead to feasible solutions; ii) game should include motivational tools that aid in the movement through the material available in the game that leads to meaningful learning; and iii) games should enhance behaviors that lead to various strategies players can select from for decision making. Index Terms-Engineering education, games with a purpose, mapping, placement, self-regulated learning, STEM games. I. INTRODUCTION Single player electronic game platforms, particularly those with educational purposes, by design require self-regulated learning (SRL). Players set goals, adjust strategies based on feedback, employ motivating factors associated with the game, to achieve the successful completion of the game. These aspects of game play align with the study of self-regulated learning posted by Zimmerman [1], [2]. He found that self-regulated learners are metacognitively, motivationally, and behaviorally active participants in their learning. Metacognitively SLRs set goals, organize, self-monitor, and self-evaluate. Motivationally SRLs use feedback to adjust goals and monitor progress toward accomplishing goals. Behaviorally SRLs actively seek strategies that lead to goal attainment. Assessment of the SRL was done in the form of self-reported answers on questionnaires regarding three aspects: motivation, metacognition, and behavior toward task completion. Reference [3] expanded the theoretical position of SRL and introduced the notion of self-efficacy as an additional component of SRL. He noted that self-efficacious learners, in addition to self-regulation, entered the learning environment
Influence of Task Nature on Learner Self-Regulation in Online Activities
Fostering Self-Regulated Learning …, 2011
This chapter analyses Self-Regulated Learning (SRL) in a virtual community interacting through asynchronous textual communication. The community consisted of trainee teachers of a post-graduate blended course in Educational Technology. The online component of this course was based on a socioconstructivist approach. The study aims to compare SRL practice in different types of collaborative activities carried out online. The investigation method is based on interaction analysis, an approach allowing a systematic study of the content of the messages exchanged by the community members. The results of the study consist of quantitative data on SRL-related events that took place during the learning process, allowing the comparison of activities according to the degree and type of selfregulation displayed by the learners. The results of the study suggest that the nature of the task influences the way students self-regulate. The difference, however, does not lie in the total amount of detected SRL indicators but in their type, therefore suggesting that different types of tasks might induce different kinds of SRL actions. These findings can inform the design of online activities by providing suggestions for the choice of tasks, according to SRL-related pedagogical purposes.
Analysing SRL in an online collaborative environment: a case study in teacher education
This paper focuses on the acquisition of abilities of self-regulated learning (SRL) within online collaborative environments. We analyse one of such environments, prepared and used for a teacher training course, and evaluate a priori its SRL potentialities by using an evaluation tool worked out within the TELEPEERS European project. This analysis lead us to understand that with online collaborative environments it is necessary to distinguish which aspects depend on the underlying software platform and which depend on the configuration and learning activities built on top of it. Then we evaluate if trainees working in this environment actually acquired SRL abilities, by performing an a posteriori qualitative analysis of the interactions among the subjects involved in the course. The evidence reported shows that good results were achieved as concerns all aspects of SRL, considering that the software platform mostly contributes to results related to social aspects, while the specific configuration adopted, course design and implementation strongly influence the achievement of positive outcomes in terms of meta-cognitive, emotional and motivational aspects.
Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis
Educational Psychology Review, 2008
Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have shown that students have difficulty when learning with these environments. Research has identified that students' self-regulatory learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review, we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics relate to students' SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students' SRL as they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research? We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes and learning outcomes, and the distinction between self-and other-regulation.
Technologies to Enhance Self-Regulated Learning in Online and Computer-Mediated Learning Environments
Springer eBooks, 2020
This is a pre-print of a chapter on the Handbook of Educational Communications and Technology 2020. Personal use is permitted, but it cannot be uploaded in an Open Source repository. The permission from the published must be obtained for any other commercial purpose. This chapter may not exactly replicate the published version due to editorial changes and/or formatting and corrections during the final stage of publication. Interested readers are advised to consult the published version and buy the book.
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Thai University Students’ Self-Regulated Learning in an Online Learning Environment
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Language learners’ achievement is influenced by a variety of psychological factors, including attention, selfconfidence, and motivation. In addition to the list, self-regulated learning (SRL) is another essential psychological component of learning, as evidenced by research on learning and performance. Meanwhile, rapid changes in current conditions induced by COVID-19 have prompted a shift from traditional face-to-face to online learning. In this learning environment, learners and instructors are physically apart, and thus very little is known about how their learning is navigated. To better understand how learners manage learning, this study examines Thai university students’ SRL application while taking an English course totally delivered online. Based on the administration of the 24-item Online Self-regulated Learning Questionnaire (OSLQ) at the end of the course, 75 out of the 84 students completed the questionnaire. Data analysis exhibited quite a high level of goal setting (GS) and environmental structuring (ES); however, they appeared to utilise a relatively lower level of task strategies (TS) and time management (TM). Overall, the findings underline the importance of instiling SRL in students and suggest that SRL may vary depending on academic contexts. The results contribute to our understanding of the association between learning environments and SRL, as well as providing practical pedagogical implications to enhance students’ success.
Development of Psychological Measurement Tools: Self Regulated Learning Scale (SRLS)
Urecol Journal Part A Education and Training, 2021
Self-Regulated Learning or SRL is an important academic performance for every student in completing a series of academic activities and realized by himself, especially in an online learning environment that is not supervised directly by the teacher. This research is an effort to develop a measuring instrument in the form of an SRL scale and called the SRLS based on three aspects according to the theory presented by Zimmerman. The purpose of this study is to produce a student SRL measurement tool in the online learning era in order to find patterns of student involvement in learning that can be applied by students to improve learning achievement. Respondents involved in this study amounted to 408 students of SMP/MTs grades VII to IX. Validation of items through an expert judgment process by experts in psychometry and psychology with the results of the content validity item (CVI) obtained is 0.68 to 1.00 and the reliability test results have a Cronbach alpha value of 0.893. The results of this research will provide benefits to identify patterns of student involvement in learning and generated guidelines for the use of the SSRL measuring instrument.
Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian students
Journal of Educational Management and Instruction (JEMIN)
Self-regulated learning (SRL) becomes a crucial part for the success of online classroom activities during the COVID-19 pandemic. To date, studies exploring students’ SRL in the contexts of Malaysian and Indonesian universities are still lacking and remain more empirical evidence. This study aims to examine and compare both university students’ SRL toward online learning activities at the time of global pandemic. The required data are quantitatively collected from 103 undergraduates from University A in Malaysia and 119 college students from University B in Indonesia by using an online questionnaire on students’ self-regulated learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ). The sudden shifting from face-to-face interaction to online class instruction is a new learning style and could be challenging, but the finding of this study shows that the students from both universities achieve high mean scores on the SRL questionnaire. This finding indicates that...
Development and Validation of Questionnaire on Self-Regulated Learning Strategies in Online Learning Environment
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Covid-19 has resulted in a sudden shift in education settings, from face-to-face to online learning sessions. In view of this major change, it is necessary to study students' selfregulation strategies in an online environment to enable the teachers to develop online materials that will guide students to become successful in their learning. This study aimed to develop and validate a questionnaire on students' self-regulated strategies in an online learning setting. The instrument was named questionnaire on self-regulated learning in an online learning environment (QSROLE). QSROLE consists of 17 items that describe the measure of students' self-regulation strategies in a digital learning environment. A total of 226 students served as respondents. The students' responses were based on a 4-point scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree). Results from the exploratory factor analysis provided evidence for the four-factor selfregulated learning strategies with KMO coefficient and Bartlett's Sphericity value of .905 and .000, respectively, and total variance of 58.207%. Further, internal reliability had an acceptable level based on the Cronbach's alpha coefficient of .840 for Factor 1 (Establishing Self-Study Strategies); .765 for Factor 2 (Managing Structured Learning Environment); .744 for Factor 3 (Exercising Time Management); and .612 for Factor 4 (Setting Online Learning Goals). Results indicate that QSROLE is an acceptable and valid measure of students' self-regulation in the online learning environment.
Promoting self-regulated learning in an on-line environment
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Self-Regulation has long been seen as a desirable but difficult to achieve instructional aim. This is particularly true of on-line learning, where users have limited instructional support and where attrition rates tend to be greater than in face-to-face teaching. This paper examines the nature of self-regulation, identifying affective and cognitive skills which make for self-regulated learners. The broad psychological states of metacognition and self-concept are identified as well as the motivational and cognitive ...
Individual Differences in Self-regulated Learning of College Students Enrolled in Online College Courses
American Journal of Distance Education, 2020
With online course delivery on the rise, it is essential to understand the preparedness of students attending traditional universities. Prior research has found that some students struggle in online courses, which leads to a quest to better understand the reason why. Studies of self-regulated learning (SRL) in online and blended courses have added to our understanding. However, few studies have used a person-centered approach to study profiles of SRL in fully online courses, and none with a population of students attending a traditional university. This is of importance, especially at a time when traditional universities are increasingly providing online courses. To address the gaps in previous SRL profile research, the current study examined individual differences in SRL profiles of 477 students attending online courses at a traditional university setting, using the Online Self-regulated Learning Questionnaire (OSLQ). Using latent profile analysis, we found four different profiles, with a majority of the students falling in groups representing lower levels of SRL skills. We also explored the possible relationship of experience in online learning, online comfort, age, and gender with the identified self-regulated learning profiles. Relationships were found between the profiles and comfort level as well as with gender.
Balancing Motivation and Self- Regulated Learning in Online Classes among Undergraduates
International Journal of Academic Research in Business and Social Sciences
Motivational belief and self-regulated learning are among the many vital aspects of learning particularly in the recent years after the pandemic Covid-19 hit worldwide and transformed the norm of our education system forever. Majority of educational institutions conduct online classes to adapt and students of all levels feel the burden to familiarize themselves with the new learning method. This quantitative study which was adopted from the framework by Pintrich and De Groot (1990) is performed to investigate the balance of motivation and selfregulated learning in online classes specifically among undergraduates at one Malaysian public university. Questionnaires were sent to 122 respondents of different genders and ages. The data is analyzed using SPSS which revealed a Cronbach analysis of 0.928, thus showing high external reliability for the instrument. Collected data is presented in terms of mean scores to answer the research questions. In general, the result revealed that students' motivation belief which comprises self-efficacy, intrinsic value and test anxiety can directly correlate and have an impact on the ability of students to apply self-regulated learning strategies whether cognitive strategy or self-regulation. Overall mean calculated for selfefficacy is 3.57, intrinsic value is 4.02 and test anxiety is 3.6. Meanwhile, cognitive strategy is 3.825 and self-regulation is 3.58. For further research, since the world will slowly go back to the face-to-face method, we can study how this transition to a physical classroom impacted students' motivation to continue learning and excel in their studies as compared to online classes.
Self-regulated learning in online learning environments: strategies for remote learning
Information and Learning Sciences
Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, provi...
Online Learning and Self-Regulation Strategies: Learning Guides Matter
Education Research International, 2022
For master’s degree students, self-regulated learning research is limited, even though the number of online learners has exploded in recent years, especially after the international COVID-19 pandemic. This study investigated the effect of a self-regulated learning guide to help students act somewhat more autonomously. To collect the data, a self-regulated learning guide along with a questionnaire and an achievement test was used. Forty master’s degree students (20 students in each group) participated in this study; they were distributed into two groups (A and B). Group A attended online classes with their instructor, while Group B students attended online classes and received the learning guide to help them pinpoint specific strategies in the given learning context. This paper presents the results obtained from the questionnaire distributed to the students and their end-of-course test results by comparing estimated with the actual performance scores. The study concluded that providi...
Self-Regulated Learning Strategies (SRLS)
Abstract- The present study tried to investigate and find the relationship between the two variables of the research that is, the use of SRL strategies and students’ academic achievement. The subjects under study were a group of male (40) and female (42) pre- university students randomly selected from two schools in Tehran, Iran. The instruments used to gather data were a translated version of the Motivated Strategies for Learning Questionnaire (MSLQ) translated by Navidi (2003) and an academic achievement test. In order to describe data collected from administering the above- mentioned instruments statistical procedures such as mean, standard deviation, correlation coefficient, as well as an independent t-test were used. The findings of the present study revealed that there is a strong relationship (r = .80) between the use of SRL strategies and students’ academic achievement which is consistent with the findings of studies conducted before. However, considering the difference between male and females concerning the use of different components of SRL strategies, the findings of this study showed that there is a difference between male and females as to the use of SRL strategies. Females outperformed males in both academic achievement and the use of SRL strategies.
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