scholarly journals Student Buy-In to Active Learning in a College Science Course

2016 ◽  
Vol 15 (4) ◽  
pp. ar76 ◽  
Author(s):  
Andrew J. Cavanagh ◽  
Oriana R. Aragón ◽  
Xinnian Chen ◽  
Brian A. Couch ◽  
Mary F. Durham ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Student Outcomes ◽  
Process Model ◽  
Course Performance ◽  
Science Courses ◽  
Self Regulated Learning ◽  
College Science ◽  
Regulated Learning ◽  
Undergraduate Science

The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process.

scholarly journals Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course

2018 ◽  
Vol 17 (1) ◽  
pp. ar10 ◽  
Author(s):  
Andrew J. Cavanagh ◽  
Xinnian Chen ◽  
Meghan Bathgate ◽  
Jennifer Frederick ◽  
David I. Hanauer ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Outcomes ◽  
Learning Context ◽  
Final Grade ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
College Science ◽  
Attitudes Toward Learning ◽  
Student Trust ◽  
Students Attitudes

There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students’ (N = 245) trust in the instructor—defined as perceptions of their instructor’s understanding, acceptance, and care—and students’ attitudes toward learning within an anatomy and physiology course featuring active learning. Analyses indicate that student trust of instructor and students’ views of their own intelligence are both associated with student commitment to, and engagement in, active learning. Student-reported trust of the instructor corresponded to final grade, while students’ views of their own intelligence did not. In an active-learning context in which students are more fully engaged in the learning process, student trust of the instructor was an important contributor to desired student outcomes.

scholarly journals How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

2017 ◽  
Vol 16 (2) ◽  
pp. ar30 ◽  
Author(s):  
Amanda J. Sebesta ◽  
Elena Bray Speth
Keyword(s):  
Learning Strategies ◽  
Study Strategies ◽  
Learning Goals ◽  
Introductory Biology ◽  
Pedagogical Tools ◽  
Science Courses ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Introductory Biology Course ◽  
Cognitive And Metacognitive Strategies

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills.

scholarly journals HUBUNGAN ANTARA SELF REGULATED LEARNING DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA PENDIDIKAN KIMIA DI MASA PANDEMI COVID-19

EDUSAINS ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 252-258
Author(s):  
Arivia Monique Rizkyani ◽  
Tonih Feronika ◽  
Nanda Saridewi
Keyword(s):  
Learning Process ◽  
Random Sampling ◽  
Chemistry Education ◽  
Correlation Technique ◽  
Research Approach ◽  
Stratified Random Sampling ◽  
Academic Procrastination ◽  
Education Students ◽  
Self Regulated Learning ◽  
Regulated Learning

RELATIONSHIP BETWEEN SELF REGULATED LEARNING AND ACADEMIC PROCRASTINATION IN CHEMISTRY EDUCATION STUDENTS IN THE COVID-19 PANDEMIC  AbstractThe world, including Indonesia, is being hit by the covid-19 outbreak, making students adapt to a new learning process, namely online. Students need self-regulated learning to direct the learning process to achieve optimal learning goals and suppress the level of academic procrastination experienced by students during the covid-19 pandemic. This study aims to determine the relationship between self-regulated learning and academic procrastination in Chemistry Education students during the covid-19 pandemic. This study uses a correlational method with a quantitative research approach. This study's population was 210 students of Chemistry Education class 2017, 2018, and 2019 with a sample size of 68 students who were determined using the proportional stratified random sampling technique. The instruments used were self-regulated learning questionnaires, academic procrastination questionnaires, and interviews. The product-moment correlation technique is used to test the hypothesis. The results obtained a correlation coefficient value of -0.409 with a significance of 0.001, so it can be said that there is a negative and significant relationship between self-regulated learning and academic procrastination in  Chemistry Education students during the covid-19 pandemic.  Abstrak Saat ini dunia termasuk Indonesia sedang dilanda wabah covid-19 yang membuat mahasiswa harus beradaptasi dengan proses pembelajaran baru yakni melalui daring. Mahasiswa membutuhkan kemampuan self regulated learning untuk mengarahkan proses belajar dalam mencapai tujuan pembelajaran yang optimal serta untuk menekan tingkat prokrastinasi akademik yang dialami mahasiswa pada masa pandemi covid-19. Penelitian ini. bertujuan untuk. mengetahui. hubungan antara. self regulated.learning dengan. Prokrastinasi. akademik pada mahasiswa. Pendidikan Kimia di.masa pandemi covid-19. Penelitian ini menggunakan metode korelasional dengan pendekatan penelitian kuantitatif. Populasi penelitian ini adalah mahasiswa Pendidikan Kimia angkatan 2017, 2018, dan 2019 berjumlah 210 mahasiswa dengan jumlah sampel sebanyak 68 mahasiswa yang ditentukan menggunakan teknik proportional stratified random sampling. Instrumen yang digunakan berupa angket self regulated learning, angket prokrastinasi akademik, dan wawancara. Teknik korelasi product moment digunakan untuk menguji hipotesis. Hasil penelitian diperoleh nilai .koefisien korelasi sebesar. – 0,409 dengan. signifikansi 0,001 sehingga.dapat dikatakan bahwa terdapat hubungan.negatif dan signifikan.antara self. regulated. learning dengan prokrastinasi akademik pada. mahasiswa Pendidikan Kimia di.masa pandemi covid-19. 

Digital Storytelling as a Self-Regulated Learning Tool

2019 ◽  
pp. 209-232 ◽  
Author(s):  
Sinan Kaya
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Learning Processes ◽  
Learning Tools ◽  
Learning Tool ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Digital Stories ◽  
Research Findings ◽  
Made In

The purpose of this chapter is, as a self-regulated learning tool, to focus on digital storytelling by uncovering relationship between digital storytelling and self-regulated learning process/based on research findings made in the its field. Within this focus, firstly, concept of digital storytelling was theoretically addressed; researches made in learning-teaching for use have been presented; later, self-regulated learning processes and strategies have been defined and given examples. Finally, research findings on the use of digital stories as self-regulated learning tools have been shared.

Learning in the Face of Digital Distractions

2022 ◽  
pp. 120-142
Author(s):  
Anna C. Brady ◽  
Yeo-eun Kim ◽  
Jacqueline von Spiegel
Keyword(s):  
College Students ◽  
Learning Process ◽  
College Instructors ◽  
Instructional Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
The Face ◽  
The Impact ◽  
Support Students

Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.

Sign in / Sign up

Export Citation Format

Share Document