scholarly journals What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

2020 ◽  
Vol 36 (3) ◽  
pp. 119-131 ◽  
Author(s):  
Eyal Rabin ◽  
Maartje Henderikx ◽  
Yoram, M. Kalman ◽  
Marco Kalz
Keyword(s):  
Goal Setting ◽  
Time Management ◽  
Self Efficacy ◽  
Help Seeking ◽  
Extrinsic Motivation ◽  
Setting Time ◽  
Self Regulation ◽  
Technical Problem ◽  
The Self ◽  
Study Strategy

Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants´ age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

2013 ◽  
Vol 8 (1) ◽  
pp. 46-65 ◽  
Author(s):  
Cherng-Jyh Yen ◽  
Chih-Hsiung Tu ◽  
Laura E. Sujo-Montes ◽  
Shadow W. J. Armfield ◽  
Junn-Yih Chan
Keyword(s):  
Goal Setting ◽  
Time Management ◽  
Setting Time ◽  
Self Regulation ◽  
Sense Of Control ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environment ◽  
Task Strategies ◽  
And Task

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of initiative and sense of control with regard to iGoogle gadgets management in PLE. This study has concluded that goal setting, time management, and task strategies in self-regulated learning can predict level of initiative in organizing PLE. Furthermore, goal setting and task strategies can predict sense of control in PLE management.

The Relationship between Self-Regulated Learning and PLE Management

2016 ◽  
pp. 253-280
Author(s):  
Cherng-Jyh Yen ◽  
Chih-Hsiung Tu ◽  
Laura E. Sujo-Montes ◽  
Shadow W. J. Armfield ◽  
Junn-Yih Chan
Keyword(s):  
Goal Setting ◽  
Time Management ◽  
Setting Time ◽  
Self Regulation ◽  
Sense Of Control ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Task Strategies ◽  
And Task

Is Personal Learning Environment (PLE) a new concept for effective teaching and learning? Shouldn't learning always be personalized and individualized? How may digital technology enhance PLE? Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a PLE. This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of initiative and sense of control with regard to PLE widgets management in PLE. This study has concluded that goal setting, time management, and task strategies in self-regulated learning can predict level of initiative in organizing PLE. Furthermore, goal setting and task strategies can predict sense of control in PLE management. Based on the study results, PLE Guidelines are suggested to support educators and learners to build and to manage their PLE.

scholarly journals Self-Regulated Learning in the University of Tabuk: Gender Differences in Strategy and Outcomes

2021 ◽  
Vol 4 (1) ◽  
pp. 151-165
Author(s):  
Fakhralddin Abbas Mohammed Elfakki ◽  
Marai Mohammed Alamri ◽  
Islam Ashraful ◽  
Mustafa Elnimeiri ◽  
Ehab Frah
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Help Seeking ◽  
Setting Time ◽  
Self Regulation ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
The University

Background Self-Regulated Learning (SRL) is defined as the adjustment of the individual's affective, meta-cognitive, and behavioral operations during learning to attain the desired level of academic achievement. It is an important skill for undergraduate students and its ignorance cause anxious behavior, a sense of potential failure, and avoidance of learning situations. Objective The objective of the study was to explore the pattern of SRL among medical students from a student perspective aiming to recognize the learning context and to provide recommendations for future support strategies. Methods This is a cross-sectional study that targeted a total coverage of medical students at the University of Tabuk, Saudi Arabia using a Self-Regulated Learning Questionnaire which composed of six constructs, namely: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. An independent-samples test, ANOVA, and post-hoc analysis were conducted.   Results Females agreed on regular practice of the four domains namely: "environmental structuring, time management, help-seeking, and self-evaluation", mean scores: 3.7(SD=1.023), 3.42(SD=1.035), 3.68(SD=0.99), 3.54(SD=0.94) respectively. Conclusion This study identified a remarkable difference in SRL among undergraduate medical students. Females outperformed males in self-regulation; however, both genders in the second year have shown a low level in self-regulation in comparison to fifth year medical students. Rwanda J Med Health Sci 2021;4(1):151-165

scholarly journals RELATIONS BETWEEN INSTRUCTOR FEEDBACK, SELF-REGULATION, ASSIGNMENT COMPLETION AND ACADEMIC ACHIEVEMENT IN THAI HIGHER LEARNING INSTITUTIONS

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 85-109
Author(s):  
Wuttiporn Suamuang ◽  
Matthew A. Easter ◽  
Surachai Suksakulchai
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Undergraduate Students ◽  
Time Management ◽  
Self Efficacy ◽  
Help Seeking ◽  
Self Regulation ◽  
Assignment Completion ◽  
Instructor Feedback ◽  
The Impact

Purpose – Aassignments have been linked with various benefits, including a higher quality of learning and academic achievement. The purpose of this study was to explore the relationship between assignment completion and academic achievement in higher education. Specifically, it investigated the impact of instructor feedback and three constructs of self-regulation (self-efficacy, time management, and help-seeking) on assignment completion (time spent on assignments and number of assignments completed) and academic achievement. Methodology – The study employed a correlational research design and a self-report survey. Data was collected from 1,106 undergraduate students in six universities in Thailand through a convenience sampling approach. Structural equation modelling was used to establish the strength of the relationships among the constructs of the model. Findings – The number of assignments completed was found to have a strong association with academic achievement. Time management was the strongest predictor of the number of assignments completed as well as time spent on assignments. Time management was also the mediator between self-efficacy and the number of assignments completed. However, help-seeking was negatively associated with both the number of assignments completed and academic achievement. Significance – These results have educational implications, and should be helpful for instructors, instructional designers and educators who may use the information to offer undergraduate students appropriate learning tools, strategies and environments for supporting assignment completion and academic achievement. Keywords: Academic achievement, assignment completion, help-seeking, Thai higher education, time management, self-efficacy.

scholarly journals Adaptation of the Self-Regulated Online Learning Questionnaire (SOL-Q)

2021 ◽  
Vol 10 (3) ◽  
pp. 269-278
Author(s):  
Nuh Yavuzalp ◽  
Yunus Özdemir
Keyword(s):  
Factor Analysis ◽  
Online Learning ◽  
University Students ◽  
Time Management ◽  
Help Seeking ◽  
Self Regulation ◽  
The Self ◽  
Original Form ◽  
Metacognitive Skills ◽  
Validity And Reliability

The aim of this study was to adapt the "Self-Regulated Online Learning Questionnaire" into Turkish, and to present the validity and reliability of the results of the scale. The original form of the scale, which is in English, consists of five factors (metacognitive skills, help seeking, time management, persistence and environmental structuring) and of 36 items. First of all, each item of the Self-Regulated Online Learning Questionnaire (SOL-Q) is translated into Turkish with the support of language experts. The processes, assisted by four language experts, involved a translation which is followed by a back-translation. To ascertain construct validity of the Turkish language equivalence scale, it was applied to 569 university students who were taking at least one of the campus-based common compulsory courses via distance learning. As a result of exploratory factor analysis, it was observed that the scale comprised of five-dimensions as in original scale. According to the results, factor loadings were calculated between .393 and .906, the total eigenvalue of the scale was 22.34 and the total variance explained by the sample was corresponded to 62.06%. As a result of confirmatory factor analysis implemented with a different sample consisting of 128 university students, acceptable fit indices [x2/df=4.21; RMSEA=.071; CFI=.99] were obtained. As a result of reliability analyses, Cronbach's alpha values are ranging between .70 and .95 for each sub-dimensions of the scale. According to the results, it is thought that the "Self-Regulated Online Learning Questionnaire" can be used to measure self-regulation behaviors in the online learning process.

scholarly journals Self-realisation, self-actualisation and self-efficacy concepts theoretical analysis

2021 ◽  
Vol 27 (2) ◽  
pp. 7-15
Author(s):  
Tatyana Petrovna Opekina ◽  
Natalya Sergeevna Shipova
Keyword(s):  
Comparative Analysis ◽  
Theoretical Analysis ◽  
Goal Setting ◽  
Self Efficacy ◽  
Theoretical Study ◽  
The Self ◽  
Social Orientation ◽  
Similarities And Differences ◽  
The Individual ◽  
External Forces

This article presents the results of a theoretical study of self-realisation, self-actualisation and self-efficacy phenomena. The main aspects of understanding and correlating these phenomena in classical and modern Russian and foreign psychology are described. The highlighted concepts related to the phenomenon of self-realisation, both in the field of psychology and pedagogy. The similarities and differences of the self-realisation, self-actualisation, self-efficacy phenomena, as well as their correlation and comparison are presented. A comparative analysis of the studied concepts is given. According to the results of the theoretical analysis, the processes of self-realisation and self-actualisation are based on the inner motivation of a person to grow, develop personality, realise its potential. Both of these processes, due to their subjectivity, are difficult to observe and measure from the outside. We have highlighted the main differences, consisting in a greater awareness and orderliness of the process of self-realisation, as well as its predominantly "social" orientation, while self-actualisation is often associated with the struggle with external forces, the desire for self-realisation is rather approved and supported by the society. The concepts of self-realisation and self-efficacy are united by their inherent representation in the external plane of the life of the individual, as well as awareness, activity, goal-setting, and an orientation towards achieving success. In contrast to self-efficacy, self-release is a process rather than a sustainable phenomenon, and can be expressed both externally and internally through a connection with the value-semantic, motivational spheres of the individual.

scholarly journals Relations of Maternal Depression and Parenting Self-Efficacy to the Self-Regulation of Infants in Low-Income Homes

2020 ◽  
Vol 29 (8) ◽  
pp. 2330-2341 ◽  
Author(s):  
Randi A. Bates ◽  
Pamela J. Salsberry ◽  
Laura M. Justice ◽  
Jaclyn M. Dynia ◽  
Jessica A. R. Logan ◽  
...  
Keyword(s):  
Maternal Depression ◽  
Low Income ◽  
Self Efficacy ◽  
Self Regulation ◽  
The Self

scholarly journals Czech Validation of the Self-regulation and Self-efficacy Questionnaires for Learning

2016 ◽  
Vol 217 ◽  
pp. 313-321 ◽  
Author(s):  
Jitka Jakešová ◽  
Peter Gavora ◽  
Jan Kalenda ◽  
Soňa Vávrová
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
The Self

The Bases of Goal Setting in the Self-regulation of Hypertension

2006 ◽  
Vol 11 (1) ◽  
pp. 141-162 ◽  
Author(s):  
Stephanie D. Taylor ◽  
Richard P. Bagozzi ◽  
Caroline A. Gaither ◽  
Kenneth A. Jamerson
Keyword(s):  
Goal Setting ◽  
Self Regulation ◽  
The Self

scholarly journals Self-Regulation Test-Taking Strategies for Mathematics

2018 ◽  
Vol 3 (2) ◽  
pp. 105
Author(s):  
Kiew Nee Tee ◽  
Kwan Eu Leong ◽  
Suzieleez Syrene Abdul Rahim
Keyword(s):  
Goal Setting ◽  
Help Seeking ◽  
Self Regulation ◽  
Peer Pressure ◽  
Female Students ◽  
Low Achievers ◽  
Male And Female ◽  
Test Taking ◽  
Test Taking Strategies ◽  
Correction Strategies

The present study aims at exploring various self-regulation test-taking strategies used by the grade 11 students for their mathematics tests which is observed from three aspects, they are before, during, and after test-taking. The data were collected from 86 students in a private school which located in Malaysia. The goal-setting and planning, help-seeking, seeking information, rehearsal, memorization, reviewing, peer pressure, adult influence, self-consequences, self-motivated, and environment setting were the strategies that is used for test preparation. Outline formulas, recall and identify key information, keep trying, and checking were the strategies used during test-taking. In addition, correction and self-evaluation were the strategies used after the test-taking. The study further examined differences of various test-taking strategies used across three performance groups, high, medium, and low achievers, and also for male and female students. The results showed that there were statistical differences in goal-setting and planning, help-seeking, keep trying, checking, and correction strategies among high, medium, and low achievers. There were also statistical differences in goal-setting and planning, rehearsal, self-motivated, outline formulas, checking, and correction strategies between male and female students. The result of this research showed that the groups of using goal-setting and planning, rehearsal, help-seeking, recall and identify key information, keep trying, checking, and correction strategies have higher scores in mathematics performance rather than those groups which do not use these strategies.

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