Jessen et al abstract intervention and SRL

European Journal of Contemporary Education

Distance education in the 21 st century often relies on educational technology as the primary delivery of teaching to learners. In distance education, the source of the information and the learner do not share the same physical setting; therefore, the information is delivered by a variety of methods. The new emerging tools that are used in online learning have changed the view of pedagogical perspective in distance education. Although online learning shares some elements with traditional classroom environments, the shared elements often take very different forms, and each type of learning environment has distinct limitations and affordances. Because current practices often compare or assess the effectiveness of online learning by comparing it with traditional instruction methods, educators and researchers often find it important to consider the methods and strategies that are used in classroom settings when designing online learning environments. Online environments should provide opportunities for students to master necessary tasks by using appropriate strategies, such as self-regulation. Self-regulation is one of the predictors of student performance in both traditional and modern learning environments. In an online platform, when students use strategies that are related to self-regulation, they can regulate their personal functioning and benefit from the online learning environment by changing their behaviors accordingly. Thus, it is important to explore and embed new interactive functions to the online learning environments and lead learners to use self-regulatory behaviors in those learning environments. This article discusses the importance of self-regulation in online environments, and provides recommendations for best practices in the design and implementation of interactive online learning environments with the self-regulated learning approach.

Zenodo (CERN European Organization for Nuclear Research), 2023

A state university in the Philippines participated in the resumption of limited face-to-face classes after two years of closure due to the COVID-19 pandemic, thereby allowing for online learning. This study assessed the online self-regulated learning strategies of college students using descriptive-correlational research design. Mean, standard deviation, Mann-Whitney U-test, and Kruskal-Walli's test were used for analyzing data gathered from one hundred sixty-three students. Results show that students had a high level of online self-regulated learning strategies when they were taken as a whole and grouped according to sex and year level, excluding the second-year students whose level was average. Moreover, significant differences did not exist in their online selfregulated learning strategies when grouped according to year level, but a significant difference did in environment structuring when they were grouped according to sex. Overall, the students succeeded in dealing with the challenges of online learning because they employed self-regulated strategies.

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...

Advances in Integrative Medicine, 2017

Journal of Advanced Academics, 2009

The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. iii I dedicate this dissertation to my loving family: my dear husband, Boedhi and my precious children, Wisa and Dewa, and my parents. Their prayers, love and encouragement have made it possible for me to complete this dissertation. iv ACKNOWLEDGEMENTS

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.

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...

2021

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.

2013

Abstract: Learning on the Web requires considerable self-direction (Hartley & Bendixen, 2001; Valenta, Therriault, Dieter, & Mrtek, 2001). In fact, several scholars (e.g., Dabbagh & Bannan-Ritland, 2005; Dabbagh & Kitsantas, 2004; Moore & Kearsley, 2005) have argued that online learners—to an even greater degree than traditional classroom students—require motivation and self-regulation to stay engaged, guide their cognition, and regulate their effort. The purpose of this article is to provide a summary of several key findings from recent empirical studies that used social cognitive views of self-regulation to understand the characteristics of successful online learners. Following each finding are practical, empirically-based guidelines that have emerged from these studies. Ultimately, this article encourages online teachers to consider and explicitly address their learners ’ academic motivation and self-regulation as they strive to provide engaging and effective online instruction. ...

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.

Frontiers in Psychology, 2022

Shifting learning to distant formats especially at the higher education level has been unprecedented during the past decade. Diverse digital learning media have been emerging which allow learner autonomy, and at the same time, require the ability of efficient regulation of various aspects of the learning process for sustainable academic progress. In this context, supporting students in self-regulated learning (SRL) in an optimal way becomes an important factor for their academic success. The present study attempts through a systematic review of 38 studies to provide an overview of the interventions identified as supporting all areas of SRL (metacognitive, cognitive, motivational and emotional), in its three phases (preparatory, performance, appraisal) in distance education environments at the higher education level. As the study results show, there are a number of SRL support interventions available with proven positive effect on SRL. However, their distribution has been found to be...

British Journal of Educational Technology, 2005

There has been much recent research examining online learning in universities, but two questions seem to have been largely overlooked in this context, 1) which students voluntarily utilise Web-based learning and 2) does this use influence their academic achievement? The current study aimed to determine whether the approaches to studying, ability, age, and gender of 110 undergraduates in the 2 nd year of a psychology degree predicted the extent to which they utilised online learning using Web Course Tools (WebCT) in support of a core Biological Psychology unit. Data were obtained from WebCT's student tracking system, Entwistle and Ramsden's 18 item Approaches to Studying Inventory (1983) and academic records. Multiple linear regressions, and discriminant function analysis were used to examine whether individual differences predicted WebCT use, while analysis of covariance determined whether Web use influenced academic achievement. The number of hits, length of access and use of the bulletin board was predicted by age, with older students using WebCT more. These factors were also influenced by ability and achievement orientation. The degree of participation in self-assessment was not predicted by student variables, but, of those that repeated an online quiz, improvement was more likely in those with lower achievement orientation. Only bulletin board use influenced achievement, with those posting messages outperforming those not using, or passively using bulletin boards. However, since individual differences will determine the extent to which students utilise this facility it is suggested that future research should focus on developing online learning environments that incorporate activities with both a beneficial influence on learning and appeal to a wide student population.

This study aims to understand the nature of the relationship between self-regulated learning and academic achievement motivation in the context of distance learning due to the COVID-19 pandemic among university students. The contemporary approach to the learning process is based on self-organization and the extent to which university students can stimulate their motivation to increase their knowledge, control the educational tasks they face, and deal with them in creative ways and ideas. We adopted a descriptiveanalytical approach to conduct this study on a sample of (205) male and female second-year bachelor's students from the Social Sciences Department with all its specializations. They were selected using a systematic random sampling method, where they were administered the Self-Regulated Learning Scale (2020) and the Academic Achievement Motivation Scale by Al-Musharrafieh (2012). After using the necessary statistical methods to process the data, the results revealed a statistically significant relationship between self-regulated learning and academic achievement motivation among the sample individuals, with significant statistical differences in the average ranks of self-regulated learning among the specializations of the Social Sciences Department, and no significant differences in terms of academic achievement motivation scores.