Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review

2020 ◽  
Vol 25 (5) ◽  
pp. 3677-3704 ◽  
Author(s):  
Lilian Anthonysamy ◽  
Ah-Choo Koo ◽  
Soon-Hin Hew
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Academic Outcomes ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Perception and Attitude Toward Self-Regulated Learning of Thailand’s Students in Educational Data Mining Perspective

2019 ◽  
Vol 14 (09) ◽  
pp. 34 ◽  
Author(s):  
Wongpanya Sararat Nuankaew ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Kanakarn Phanniphong ◽  
Sittichai Bussaman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Educational Data Mining ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Modern Learning

The Self-Regulated Learning (SRL) strategies can be the best. It can be achieved by a sub-goal that will be more important in the younger generation. This paper proposes the process of developing factors (attributes) which are related to the development of learning styles through self-regulated strategies. The objectives of this paper are (1) to study the perception and attitude toward the attributes of students with self-regulated learning of the students in higher education, and (2) to find the level of acceptance towards the factor of SRL using applied statistics and machine learning technology. The results show that two tools have proved the respondents and the factors of SRL in the accepted level. Besides, the results found that Thai higher education students still focus on formal learning, which conflicts with the behavior and us-age of Internet and telephone in the classroom. In future work, the author is committed to develop and apply a self-regulated learning strategy model with a combination of collaborative learning strategies of blended learning. Also, it supports undergraduate students in analyzing the factors and studying the behavior patterns of learners in suitable modern learning.

scholarly journals Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science

2020 ◽  
Author(s):  
Maria Cervin-Ellqvist ◽  
Daniel Larsson ◽  
Tom Adawi ◽  
Christian Stöhr ◽  
Raffaella Negretti
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Engineering Students ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Real World Setting ◽  
Long Run ◽  
Regulated Learning ◽  
Complex Picture

Abstract Knowing how students approach learning in higher education contexts is key to promote learning strategies that are effective in the long run. Previous research has concluded that students often use ineffective learning strategies but believe them to be effective—a phenomenon known as metacognitive illusion. In a bid to broaden the perspective on students’ use of learning strategies, this study draws on the notion of self-regulated learning as a theoretical lens. A questionnaire, comprising both open-ended and closed-ended questions, was developed to gather data from 416 engineering students. The questionnaire was geared towards (1) mapping what learning strategies students use in a real-world setting, in real courses, (2) probing their metacognitive awareness of the effectiveness of various learning strategies and (3) investigating why students choose certain learning strategies. We also compared which learning strategies the engineering students chose across programs and types of courses. The findings reveal a complex picture of why students sometimes use seemingly ineffective learning strategies, and we conclude that this is not always due to metacognitive illusion. It is instead often linked to attempts to regulate behaviour, motivation and/or learning context, sometimes in response to the context. This study adds to the current HE research investigating students’ abilities to reflect on, assess and take control of their learning in an effective way, confirming that students need explicit guidance.

scholarly journals Yue Zhu, Wing Au, Greg Yates, University Students’ Self-control and Self-regulated Learning in a Blended Course (Samokontrola oraz automotywacja studentów uczących się z wykorzystaniem metod blended learning), „The Internet and Higher Education” 2016, vol. 30

2019 ◽  
pp. 225-226
Author(s):  
Monika Kotowska-Lewińska
Keyword(s):  
Higher Education ◽  
University Students ◽  
Blended Learning ◽  
Self Control ◽  
The Internet ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Blended Course

Yue Zhu, Wing Au, Greg Yates, University Students’ Self-control and Self-regulated Learning in a Blended Course (Samokontrola oraz automotywacja studentów uczących się z wykorzystaniem metod blended learning), „The Internet and Higher Education” 2016, vol. 30

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.

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