A framework for designing students peer learning self-regulation strategy system for blended courses

2021 ◽  
Author(s):  
Rasheed Abubakar Rasheed ◽  
Nor Aniza Abdullah ◽  
Amirrudin Kamsin ◽  
Mustapha Abubakar Ahmed ◽  
Adamu Sani Yahaya ◽  
...  
Keyword(s):  
Self Regulation ◽  
Peer Learning ◽  
Strategy System ◽  
Blended Courses

scholarly journals Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

2018 ◽  
Vol 21 (3) ◽  
pp. 173-188 ◽  
Author(s):  
Milla Räisänen ◽  
Liisa Postareff ◽  
Markus Mattsson ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Peer Support ◽  
Self Regulation ◽  
Perceived Value ◽  
Peer Learning ◽  
First Year ◽  
Use Of Self ◽  
First Year Students ◽  
Student Profiles ◽  
Reported Study ◽  
High Level

This study examines the profiles of self-regulation of learning, peer learning and peer support among students. The study investigates whether the profiles differ in terms of reported study-related exhaustion. Students completed a questionnaire regarding their use of self-regulation of learning and peer learning and perceived peer support and study-related exhaustion. Four different student profiles were found. The profiles differed in terms of self-reported study-related exhaustion. Self-regulated students with a low level of peer learning and low perceived value of peer support reported the lowest levels of study-related exhaustion, whereas students with self-regulation problems, a high level of peer learning and high perceived value of peer support reported the highest levels of study-related exhaustion. The results showed that problems in self-regulation were positively related to self-reported study-related exhaustion. Identifying different student profiles helps to recognise students who may need more support in studying.

A Remote CS0 Workshop Based on Peer Learning: Motivation, Engagement and Self-Regulation of Novice Programmers

2021 ◽  
Author(s):  
Francisco T. S. S. Pereira ◽  
Natalia S. Rosa ◽  
Diego C. Silva ◽  
Claudia P. Pereira ◽  
Roberto A. Bittencourt
Keyword(s):  
Self Regulation ◽  
Peer Learning ◽  
Learning Motivation

scholarly journals Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

2020 ◽  
Author(s):  
Milla Räisänen ◽  
Liisa Postareff ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Peer Support ◽  
Mixed Method ◽  
Self Regulation ◽  
Peer Learning ◽  
Large Individual ◽  
First Year ◽  
Measurement Point ◽  
First Year Students ◽  
University Studies

AbstractThe present mixed-method longitudinal study examines students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. At the first measurement point, 188 first-year students completed the questionnaire. At the second measurement point, 91 of the 188 students participated in the follow-up study at their fourth study year and completed the same questionnaire again. Of these, twelve students were interviewed. The results showed that experienced study-related exhaustion and self-regulation of content increased during studies. However, the results also showed a large individual variation in experienced study-related exhaustion. The students whose exhaustion decreased described experiences of peer support that helped them to develop their self-regulation skills. Students whose study-related exhaustion remained low evaluated their self-regulation skills as good. They experienced that they did not need other students’ support in the regulation of learning. The students whose study-related exhaustion increased or remained high described more problems in self-regulation. Most students relied on peer support because of self-regulation problems. However, not all students used other students’ support despite of problems in studying. It can be concluded that regulation skills have a key role in experienced study-related exhaustion during studies.

scholarly journals An Approach for Scaffolding Students Peer-Learning Self-Regulation Strategy in the Online Component of Blended Learning

IEEE Access ◽  
2021 ◽  
Vol 9 ◽  
pp. 30721-30738
Author(s):  
Rasheed Abubakar Rasheed ◽  
Amirrudin Kamsin ◽  
Nor Aniza Abdullah
Keyword(s):  
Blended Learning ◽  
Self Regulation ◽  
Peer Learning

Developing a Framework to Evaluate the Mediating Role of Self-Regulated Learning (SRL) Strategies in Blended Learning Courses

2021 ◽  
pp. 11-28
Author(s):  
Chee Leong Lim ◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Peer Learning ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Learning Satisfaction ◽  
Regulated Learning

Challenges students face in the online component of blended learning, especially in the areas related to self-regulation challenges, have deferred them in achieving their learning goals. Besides, improper utilization of online peer learning strategy has also been identified as an inherent problem related to self-regulation challenges in the blended learning environment. Therefore, this study adopted Zimmerman's perspective of SRL which draws from social cognitive theory and Bandura's self-efficacy theory to determine the influence of self-regulated learning (SRL) strategies and peer learning on students' learning satisfaction and academic achievement. This study proposes an integrated and actionable framework covering a variety of constructs, including SRL, peer learning, learning satisfaction, and academic achievement in the context of blended learning. In addition, it also provides insights for universities as to where future efforts need to be directed, especially in the areas related to the improvement of the facilities and infrastructure for blended learning implementation.

scholarly journals Mathematical Anxiety as Predictor of Learning Motivation Strategies

2021 ◽  
Vol 11 (1) ◽  
pp. 13-24
Author(s):  
Jeovanny Alabata Marticion
Keyword(s):  
High School Students ◽  
Self Regulation ◽  
Peer Learning ◽  
Learning Motivation ◽  
Bivariate Analysis ◽  
School Students ◽  
Resources Management ◽  
Mathematical Anxiety ◽  
And Mathematics ◽  
Motivation Strategies

Empirical findings showed how mathematical anxiety of an individual predicts the academic performance of learners. As a coping mechanism, learners are left with various choices on dealing with subjects inclined with mathematical concepts. One way to cope up is the preference of learning motivation strategies. The motivation strategies were categorized into cognitive, meta-cognitive, non-informational resources management and informational resources management. However, there is a scarce literature on how anxiety could predict the behaviour of an individual’s accommodation of these strategies. This led the researcher to investigate the predictive behaviour of mathematical anxiety on student’s utilization of learning motivation strategies among senior high school students enrolled in Science, Technology, Engineering and Mathematics program. The program was crafted for students who are inclined in sciences and mathematics. Results revealed respondents have moderate level of anxiety wherein course anxiety contributes to the level of anxiety felt. Among the learning motivation strategies, self-regulation strategy was the most commonly utilized strategy among respondents with peer learning as least utilized. However, bivariate analysis showed anxiety is moderately related with rehearsal, organization, effort regulation, time and study environment, peer learning and help-seeking strategies. Regression analysis was also tested to reveal how anxiety predicts specific learning motivation strategy. Analysis revealed that anxiety predicts the utilization of effort regulations strategies in learning mathematically inclined subjects. The findings provided a new perspective on how anxiety allows an individual to utilize available strategies for understanding various concepts. Teachers are encouraged to cultivate a culture of regulation, environment conducive for learning, peer interaction and access to Internet-based or digital resources for learning

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

Respiratory Sinus Arrhythmia During Sleep and Waking

2019 ◽  
Vol 33 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Elizabeth M. Stoakley ◽  
Karen J. Mathewson ◽  
Louis A. Schmidt ◽  
Kimberly A. Cote
Keyword(s):  
Individual Differences ◽  
Respiratory Sinus Arrhythmia ◽  
Slow Wave Sleep ◽  
Self Regulation ◽  
Nrem Sleep ◽  
Sinus Arrhythmia ◽  
Affective Style ◽  
Waking State ◽  
Optimal Period ◽  
The Stability

Abstract. Resting respiratory sinus arrhythmia (RSA) is related to individual differences in waking affective style and self-regulation. However, little is known about the stability of RSA between sleep/wake stages or the relations between RSA during sleep and waking affective style. We examined resting RSA in 25 healthy undergraduates during the waking state and one night of sleep. Stability of cardiac variables across sleep/wake states was highly reliable within participants. As predicted, greater approach behavior and lower impulsivity were associated with higher RSA; these relations were evident in early night Non-REM (NREM) sleep, particularly in slow wave sleep (SWS). The current research extends previous findings by establishing stability of RSA within individuals between wake and sleep states, and by identifying SWS as an optimal period of measurement for relations between waking affective style and RSA.

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