scholarly journals Differences in Self-Regulated Learning (SRL) and Online Learning Satisfaction Across Academic Disciplines: A Study of a Private University in Malaysia

2020 ◽  
pp. 62-67
Author(s):  
Chee Leong Lim ◽  
◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Medical Science ◽  
Private University ◽  
Academic Disciplines ◽  
Self Regulated Learning ◽  
Learning Satisfaction ◽  
Regulated Learning

Students’ online learning satisfaction is an important variable used to measure attainment of learning outcomes in blended learning courses. Previous studies found that learners who portray a high level of SRL contributed positively to online learning satisfaction. To date, research has also shown that students display different level of online learning satisfaction under different academic disciplines. Therefore, this quantitative research aims to investigate if students’ SRL abilities significantly influence their online learning satisfaction in blended learning courses and if differences exist in online learning satisfaction across multiple academic disciplines. A set of online self-reported questionnaire was posted through the official LMS of the university to collect data from 497 undergraduate students in a private university in Malaysia. The results from the multiple regression analysis revealed that SRL explained 40.2% of the variability in online learning satisfaction (OLS). In addition, the results from one-way ANOVA with Tukey Post Hoc analysis revealed that OLS level was significantly different statistically between students in Health & Medical science discipline and Innovation & Technology discipline. The outcomes of this research provide insights as to where future efforts need to be directed, especially in the areas related to the development of students’ self-regulated learning (SRL) abilities.

scholarly journals SELF-REGULATED LEARNING AS A MEDIATOR IN THE RELATIONSHIP BETWEEN PEER LEARNING AND ONLINE LEARNING SATISFACTION: A STUDY OF A PRIVATE UNIVERSITY IN MALAYSIA

2020 ◽  
Vol 17 (Number 1) ◽  
pp. 51-75
Author(s):  
Chee Leong Lim ◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Online Learning ◽  
Structural Equation ◽  
Peer Learning ◽  
Sem Analysis ◽  
Online Questionnaire ◽  
Mediation Effects ◽  
Self Regulated Learning ◽  
Learning Satisfaction ◽  
Regulated Learning ◽  
The Relationship

Purpose – Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable. Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.

scholarly journals Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

2021 ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Sunday Adewale Olaleye ◽  
Oluwafemi Samson Balogun ◽  
Łukasz Tomczyk
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Self Efficacy ◽  
Multivariate Regression ◽  
Quantitative Research ◽  
Online Courses ◽  
Online Course ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Technology Course

AbstractThis study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.

scholarly journals Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students

2021 ◽  
pp. 146978742110512
Author(s):  
Tsai-Yun Mou
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Time Management ◽  
Setting Time ◽  
Upward Trend ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
Design Students

This study investigated the intervention of a weekly learning diary on design students’ self-regulated learning in an online learning environment. A total of 54 undergraduate students from an intermediate and an advanced course respectively participated in this study. In a 7-week period of online learning, the students had to complete a course project on their own. Synchronous online learning with the Microsoft Teams program was adopted for students to have real-time learning as well as recordings for after-class reviewing. The results revealed that the structured weekly diary was helpful for the students’ goal setting, time management, self-monitoring, and self-evaluation. Students with clear strategies of time management mostly had better performance. The students had an upward trend of self-monitoring and self-evaluation. Regarding their self-efficacy, the freshman class did not change greatly over time but the senior class steadily built up confidence in online learning and self-regulated learning. Nevertheless, the process and experiences of online self-regulated learning with the intervention of the learning diary influenced the design students to a certain degree.

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.

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

scholarly journals Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

2018 ◽  
Vol 35 (4-5) ◽  
pp. 356-373 ◽  
Author(s):  
Jacqueline Wong ◽  
Martine Baars ◽  
Dan Davis ◽  
Tim Van Der Zee ◽  
Geert-Jan Houben ◽  
...  
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning
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