Effect of metacognition on self-regulated learning in e-learning and face-to-face settings

Self-regulated learning is attracting tremendous researches from various communities such as information communication technology. Recent studies have greatly contributed to the domain knowledge that the use self-regulatory skills enhance academic performance. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Modern learning management systems (LMS) allow storage of datasets on student activities. Subsequently, it is now possible to use Educational Data Mining to extract learner patterns which can be used to support SRL. This chapter discusses the current tools for measuring and promoting SRL on e-learning platforms and a conceptual model grounded on educational data mining for implementation as a solution to promoting SRL strategies.

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

Web Technologies ◽

10.4018/978-1-60566-982-3.ch087 ◽

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.

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Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v14i09.11858 ◽

2020 ◽

Vol 14 (09) ◽

pp. 110 ◽

Cited By ~ 1

Author(s):

Cecep Kustandi ◽

Hirmana Wargahadibrata ◽

Dini Nur Fadhillah ◽

Suprayekti Suprayekti ◽

Kunto Imbar Nursetyo

Keyword(s):

Learning Outcomes ◽

Mixed Method ◽

Flipped Classroom ◽

Self Regulated Learning ◽

Self Confidence ◽

Regulated Learning ◽

Study Programs ◽

E Learning ◽

Faculty Of Education ◽

Education Science

<p class="0abstract">This study aims to describe the use of the flipped classroom for improving the self-regulated learning of pre-service teachers. This explanatory mixed-method collected the information related to the characteristics of students who take Theory Learning courses through e-learning. This research collaborated with students of 2018 which included 30 students and 7 lecturers of Theory Learning courses from 7 study programs at the Faculty of Education Science, Universitas Negeri Jakarta. The results show by a one-tailed test at a significant level 0,05 with n-1 = 29 is 2,045, so tcount (5,843) > ttable (2,045), means an increase after the use of flipped classroom learning outcomes in Theory Learning courses. And also improving self-regulated students. It can be concluded that in general the learning independence of the students of the Faculty of Education Science of Universitas Negeri Jakarta in the indicators has self-confidence categorized as positive<strong>.</strong></p>

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

International Journal of Information and Communication Technology Education ◽

10.4018/jicte.2011010107 ◽

2011 ◽

Vol 7 (1) ◽

pp. 70-79 ◽

Cited By ~ 10

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.

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