Constructing and evaluating online goal-setting mechanisms in web-based portfolio assessment system for facilitating self-regulated learning

2013 ◽  
Vol 69 ◽  
pp. 237-249 ◽  
Author(s):  
Chi-Cheng Chang ◽  
Kuo-Hung Tseng ◽  
Chaoyun Liang ◽  
Yueh-Mai Liao
Keyword(s):  
Goal Setting ◽  
Portfolio Assessment ◽  
Assessment System ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning

Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

2019 ◽  
pp. 345-363 ◽  
Keyword(s):  
Academic Performance ◽  
Goal Setting ◽  
Positive Impact ◽  
Social Dimension ◽  
Online Environment ◽  
Self Regulated Learning ◽  
Five Factors ◽  
Regulated Learning ◽  
Students Satisfaction ◽  
Important Milestone

The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

scholarly journals Project Based Self-Regulated Learning as a Parenting Model to Increase the Attitude of Responsibility of Children Age 5-6 Years

2020 ◽  
Vol 3 (1) ◽  
pp. 61-70
Author(s):  
Kamtini Kamtini ◽  
Damaiwaty Ray ◽  
Dorlince Simatupang ◽  
Salsabila Hasiana Tanjung ◽  
Husni Wardi Tanjung
Keyword(s):  
Goal Setting ◽  
Research Method ◽  
Project Based Learning ◽  
Self Control ◽  
Test Results ◽  
Social Environments ◽  
Learning Models ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Model Project

Stimulating the attitude of responsibility to the child, should the child be given tasks that the child should accomplish. The Treatment that can be given to children is by using the concept of learning model project based learning. In addition, the child is also able to regulate or control himself. So the children know and work on their duties. This is called self-regulated learning, the child is able to choose decisions and self-control, self-initiated initiatives that include goal setting and setting efforts to achieve objectives, management of time, and set Physical and social environments. This research was done to find how the project based learning role when associated with self-regulated learning in the attitude of responsibilities of children age 5-6 years. This research method uses experimental research by testing the use of project-based self-regulated learning models on the child's responsibility. Based on the test results done then it is derived that the model of project based self-regulated learning can significantly improve the attitude of children’ responsibility. The attitude of responsibility will change significantly when the treatment is repeatedly done to children.

HYPERMEDIA DEVELOPMENT AS SELF-REGULATED LEARNING RESOURCES FOR HIGH SCHOOL ENGLISH DEBATING TRAINING

2019 ◽  
Vol 1 (1) ◽  
pp. 39-45
Author(s):  
Ubaidah Ubaidah
Keyword(s):  
High School ◽  
Development Model ◽  
Learning Resources ◽  
High School English ◽  
Web Based ◽  
Self Regulated Learning ◽  
Expert Teacher ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Test Result

This research was aimed to develop Hypermedia as an alternative learning resources that support self-regulated learning implementation for English Debating Training in Highschool. The product was developed by the framework of web-based learning environment development model. To ensure the effectivity of the product, hypermedia was tested on formative and sumative evaluation involving expert, teacher, and students as participants. At the end of the study, the product was found effective which is indicated by (1) 80% of students often use this hypermedia at their home as self-regulated learning resources, (2) the improvement of students debating knowledge which indicated by the improvement test result by 3.3 poin, and (3) outstanding the students’ achievement of debating competencies that 50% of the students have above average debating skills after learning with hypermedia “Enjoy Your Debate!”

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students' Computing Skills

2011 ◽  
pp. 1614-1627
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of webenabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

2011 ◽  
Vol 7 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Courses ◽  
Database Management System ◽  
Educational Institutions ◽  
Web Based ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Packaged Software ◽  
Regulated Learning ◽  
Computing Skills ◽  
The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

The Effects of Combined Training of Web-Based Problem-Based Learning and Self-Regulated Learning

2011 ◽  
Vol 6 (2) ◽  
pp. 40-50
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Tsang-Hsiung Lee
Keyword(s):  
Course Design ◽  
Problem Based Learning ◽  
Web Page ◽  
Specific Context ◽  
Web Based ◽  
Combined Training ◽  
Self Regulated Learning ◽  
Low Achieving Students ◽  
Study Results ◽  
Regulated Learning

This study explored, via quasi-experiments, the effects of the combined training in web-based problem-based learning (PBL) and self-regulated learning (SRL) on low achieving students’ skill development. Two classes of 76 undergraduates in a one-semester course titled ‘Web Page Programming and Website Planning’ were chosen for this study. Results were generally positive, showing enhanced skills of website planning and higher levels of involvement. This study provided an illustration of a promising course design and its associated implementations in the specific context of low achieving students, for which there is lack of research in the current literature.

scholarly journals Goal Setting and MOOC Completion

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Erwin Handoko ◽  
Susie L. Gronseth ◽  
Sara G. McNeil ◽  
Curtis J. Bonk ◽  
Bernard R. Robin
Keyword(s):  
Goal Orientation ◽  
Student Performance ◽  
Goal Setting ◽  
Time Management ◽  
Causal Attribution ◽  
Course Completion ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Performance

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.

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