scholarly journals The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners

2021 ◽  
Author(s):  
Meina Zhu ◽  
Min Young Doo
Keyword(s):  
Learning Strategies ◽  
Online Survey ◽  
Self Management ◽  
Management Skills ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Self Monitoring ◽  
Directed Learning ◽  
Survey Results ◽  
The Relationship

AbstractIn massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners’ use of learning strategies. An online survey was embedded at the end of three MOOCs with large enrollments asking for learners’ voluntary participation in the study. The survey results from 470 participants indicated that motivation positively influenced self-monitoring, self-management, and learning strategies. In addition, self-monitoring and self-management did not affect the utilization of learning strategies. This underscores learners’ motivation and the need to encourage them to adopt appropriate learning strategies for successful learning. The results also revealed that self-monitoring positively affected self-management. The findings highlight the critical need to enhance self-monitoring skills to further promote self-management skills in MOOCs. In addition, self-monitoring and self-management did not encourage learners to use related learning strategies in this study. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies.

Garrison's Model of Self-Directed Learning: Preliminary Validation and Relationship to Academic Achievement

2010 ◽  
Vol 13 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Sabry M. Abd-El-Fattah
Keyword(s):  
Academic Achievement ◽  
Self Management ◽  
Path Modeling ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Psychological Constructs ◽  
Mediation Analyses ◽  
Preliminary Validation ◽  
Directed Learning ◽  
The Relationship

In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

scholarly journals Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Meina Zhu ◽  
Curtis J. Bonk
Keyword(s):  
Learning Strategies ◽  
Online Survey ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Internal Feedback ◽  
External Feedback ◽  
Learning Aids ◽  
Study Results ◽  
Directed Learning

This study investigates the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study include an online survey with 198 complete respondents, semi-structured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students’ self-monitoring, MOOC instructors reported that they facilitated students’ self-monitoring by helping students with internal feedback and providing external feedback. Students’ internal feedback includes cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. Across these findings, technology played a central role in supporting student’s self-monitoring.

scholarly journals Self-Directed Learning of Prospective Teachers through Active Learning Strategies: An Experimental Study

2020 ◽  
Vol V (III) ◽  
pp. 50-58
Author(s):  
Fouzia Ajmal ◽  
Zarina Akhtar ◽  
Saira
Keyword(s):  
Experimental Study ◽  
Active Learning ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Sampling Technique ◽  
Self Management ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Active Learning Strategies ◽  
Directed Learning

This study was undertaken to investigate the effect of active learning strategies for developing Self Directed learning of prospective teachers. It was a one-shot experimental study. The prospective teachers were selected through purposive sampling technique. The active learning strategies were used as an independent variable, whereas self-directed learning was used as dependent variable of the study. The researchers administered the Likert scale at the start and end of treatment as a tool for data collection. The data analyses were done through mean score and t-test. It was found active learning strategies significantly increases some variables of self-directed learning such as planning, evaluation, reflection, effort, and self-efficacy of prospective teachers whereas self-monitoring, self-management and desire for learning were not affected by active learning strategies used. It is recommended that teachers assign some individual tasks to prospective teachers to enhance their desire for learning, self-management and self-monitoring.

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

The Role of Metacogntion and Knowledge Transfer in Self-Directed Learning

2018 ◽  
pp. 141-159
Author(s):  
Gina J. Mariano ◽  
Kirsten Batchelor
Keyword(s):  
Critical Thinking ◽  
Knowledge Transfer ◽  
Learning Strategies ◽  
Albert Einstein ◽  
Multiple Perspectives ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Metacognitive Learning ◽  
The Relationship

Education is what remains after one has forgotten everything he learned in school. This quote by Albert Einstein embodies the essence of the relationship between metacognition and self-directed learning. It is important for students to remember what they learn in school, but many forget the information because they have not been taught metacognitive learning strategies. The learning strategies we teach students supports them in their effort to become good learners. In this chapter, we discuss the relationships between metacognition and knowledge transfer, critical thinking and self-directed learning. It brings together multiple perspectives on metacognition and knowledge transfer and discusses instructor strategies to engage students in metacognitive learning strategies.

Student challenges in online architectural design courses in Iran during the COVID-19 pandemic

2021 ◽  
pp. 204275302110229
Author(s):  
Ali Asadpour
Keyword(s):  
Learning Strategies ◽  
Education System ◽  
Architectural Design ◽  
Online Survey ◽  
Online Courses ◽  
Learning Experience ◽  
Student Perception ◽  
Self Directed Learning ◽  
Proposed Model ◽  
Directed Learning

This article addresses student challenges posed by the need for distance learning in architectural design courses during the COVID-19 pandemic in Shiraz, Iran, in order to ascertain the student perception of a virtual learning experience. It also outlines the methods of managing an affordable education agenda to design online courses in Iran as a part of global efforts. For this purpose, an online survey was conducted in October 2020 based on the exploratory factor analysis. The research sample included architecture and interior architecture undergraduates and postgraduates. Data analysis was performed in SPSS 24. The survey identified six factors as (1) design process and communication skills; (2) self-directed learning; (3) digital sketching, drafting, modeling, and presentation; (4) acquaintances and experiences; (5) technical devices and facilities; and (6) tutorials and assessments. The findings showed some obstacles to the conventional education system in architecture and emphasized the need to redefine the education system based on the new sustainable design pedagogy framework. Therefore, the article proposes a model in which tutors act as consultants and facilitators, whereas students act as self-directed learners. In addition, the e-studio is considered an activity-oriented space to provide an opportunity for interaction, connection, and creativity. The proposed model requires novel learning strategies and tactics.

scholarly journals Reimagining physiology education with interactive content developed in H5P

2021 ◽  
Vol 45 (1) ◽  
pp. 71-76
Author(s):  
P. Sinnayah ◽  
A. Salcedo ◽  
S. Rekhari
Keyword(s):  
Learning Strategies ◽  
Large Scale ◽  
Online Survey ◽  
Developmental Process ◽  
First Year ◽  
Self Directed Learning ◽  
Anatomy And Physiology ◽  
Active Learning Strategies ◽  
Directed Learning ◽  
Contemporary Practice

The amalgamation of educational technologies in higher education is widespread and has become essential for contemporary practice on a large scale. Foundational anatomy and physiology knowledge is integral to all courses in health education. To tackle the volume and complexity of the content taught at the foundation level, the incorporation of online tools embedded within curricula provides a unique opportunity to engage students through active learning strategies in a blended design (Means B, Toyama Y, Murphy R, Baki M. Teach Coll Rec 115: 1–47, 2013). This article reports on the use of H5P as a platform to foster self-paced and self-directed learning, critically outlining the developmental process involved in scaffolding activities to learning outcomes. The H5P activities were embedded within the online learning management system, which enabled tracking of student access to these resources. Students were asked to complete an online survey about their perspectives on the effectiveness of H5P activities. This work is part of a comprehensive study evaluating the blended design for delivery of first-year physiology subjects.

scholarly journals Self-Directed Learning on the Runway to Crafts Entrepreneurship

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Aparna Katre
Keyword(s):  
Exploratory Study ◽  
Product Market ◽  
Self Management ◽  
Future Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Learning Cycles ◽  
Academic Settings ◽  
Directed Learning ◽  
Legacy Cities

Many artisans practice self-directed learning to gain crafts expertise in non-academic settings. They can apply this skill for crafts entrepreneurship. A preliminary exploratory study supported by three crafts entrepreneurs cases explored their transition from artisanship to entrepreneurship. It begins to address the lack of literature at the nexus of crafts entrepreneurship and self-directed learning. Findings suggest artisans develop their product–market fit and solve business-related issues in self-directed learning cycles, exercising self-management at each step, and self-monitoring the outcomes. With profound implications to promote crafts entrepreneurship in resource-strapped small legacy cities, we present guidance for future research to develop this field.

The Role of Metacogntion and Knowledge Transfer in Self-Directed Learning

2021 ◽  
pp. 939-953
Author(s):  
Gina J. Mariano ◽  
Kirsten Batchelor
Keyword(s):  
Critical Thinking ◽  
Knowledge Transfer ◽  
Learning Strategies ◽  
Albert Einstein ◽  
Multiple Perspectives ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Metacognitive Learning ◽  
The Relationship

Education is what remains after one has forgotten everything he learned in school. This quote by Albert Einstein embodies the essence of the relationship between metacognition and self-directed learning. It is important for students to remember what they learn in school, but many forget the information because they have not been taught metacognitive learning strategies. The learning strategies we teach students supports them in their effort to become good learners. In this chapter, we discuss the relationships between metacognition and knowledge transfer, critical thinking and self-directed learning. It brings together multiple perspectives on metacognition and knowledge transfer and discusses instructor strategies to engage students in metacognitive learning strategies.

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