scholarly journals University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic

2021 ◽  
Vol 11 (12) ◽  
pp. 597-602
Author(s):  
Titik Ulfatun ◽  
◽  
Fitri Septiyanti ◽  
Aprilia Garia Lesmana
Keyword(s):  
Online Learning ◽  
University Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Accounting Education ◽  
Strong Positive Correlation ◽  
Study Program ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level

The teaching and learning process has shifted online since the outbreak of COVID-19 in Indonesia. Students have had to adapt to the new situation. Thus, it is necessary to explore their self-efficacy and self-regulated learning. The objective of this paper is twofold: 1) to describe the profiles of students’ online learning self-efficacy and students’ online self-regulated learning; and 2) to investigate the relationship between self-efficacy and self-regulated learning in online learning among university students during the COVID-19 pandemic. This quantitative study included a sample (n = 260) of university students enrolled in an accounting education study program. First, the study found that students exhibit a high level of online learning self-efficacy and online self-regulated learning. Second, the results of this study revealed a strong positive correlation between students’ online self-efficacy and online self-regulated learning (r = 0.67, p < 0.0005). This indicates that students’ high levels of online self-efficacy are correlated with their high levels of online self-regulated learning.

Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?

2020 ◽  
Vol 10 (4) ◽  
pp. 1-13
Author(s):  
Christopher C. Y. Yang ◽  
Irene Y. L. Chen ◽  
Anna Y. Q. Huang ◽  
Qian-Ru Lin ◽  
Hiroaki Ogata
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Performance ◽  
Book Reading ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Reading ◽  
Reading System

The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.

scholarly journals Self Regulated Learning (SRL) dalam Mengikuti Mata Pelajaran Pendidikan Agama Kristen di SMP Negeri 6 Palangka Raya

2021 ◽  
Vol 1 (2) ◽  
pp. 115-128
Author(s):  
Danella Merdiasi ◽  
Lilyantie ◽  
Nika Kristiani
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
T Test ◽  
Academic Goals ◽  
Self Regulated Learning ◽  
Christian Religion ◽  
Regulated Learning ◽  
Medium Level ◽  
Quantitative Descriptive ◽  
High Level

Self-regulated learning is a process of regulating and controlling, monitoring motivation and academic goals, managing human and material resources, as well as becoming a determining behavior in the decision-making process and implemention when the learning process is received. This study aims to determine the level of self-regulated learning in students who take the Christian Religion Education Subject at SMP Negeri 6 Palangka Raya. The research method used is quantitative-descriptive. The population in this study were 81 students with a sample of 68 respondents. The researcher conducted a right-tailed t-test and looked for the t-value of the entire obtained data. The results of the calculation of the One Sample T-Test in this study is obtained from the t-table < from the t-value (1.66792 < 37.202). The highest level of self-regulated learning is 47.1%, the medium level is 41.2% and the lowest level is 11.8%. It can be concluded that self-regulated learning owned by students who take the Christian Religion Education Subject at SMP Negeri 6 Palangka Raya has a high level of 47.1% during online teaching and learning activities. Self regulated learning merupakan proses mengatur dan mengontrol, memonitor motivasi dan tujuan akademik, mengelola sumber daya manusia dan benda, serta menjadi perilaku yang menentukan dalam proses pengambilan keputusan dan pelaksana ketika proses belajar yang diterimanya. Penelitian ini bertujuan untuk mengetahui tingkat self regulated learning pada siswa yang mengikuti mata pelajaran pendidikan agama kristen di SMP Negeri 6 Palangka Raya. Metode penelitian yang digunakan adalah kuantitatif-deskriptif. Populasi pada penelitian ini adalah sebanyak 81 siswa dengan sampel 68 responden. Peneliti melakukan uji T pihak kanan dan mencari nilai thitung dari keseluruhan data yang didapat. Hasil perhitungan uji One Sample T-Test penelitian ini diperoleh ttabel < dari thitung (1.66792 < 37,202). Terdapat tingkat self regulated learning tertinggi sebesar 47,1 %, tingkat sedang sebesar 41,2 % dan pada tingkat terendahnya berada pada 11,8 %. Dapat disimpulkan bahwa Self Regulated Learning yang dimiliki oleh siswa- siswi yang mengikuti Mata Pelajaran Pendidikan Agama Kristen di SMP Negeri 6 Palangka Raya memiliki tingkat yang tinggi yakni 47,1 % selama kegiatan belajar mengajar secara online atau daring.

scholarly journals ONLINE SELF-REGULATED LEARNING STRATEGIES AMID A GLOBAL PANDEMIC: INSIGHTS FROM INDONESIAN UNIVERSITY STUDENTS

2021 ◽  
Vol 18 (No.2) ◽  
pp. 45-68
Author(s):  
Yogi Saputra Mahmud ◽  
Emilius German
Keyword(s):  
Online Learning ◽  
University Students ◽  
Academic Writing ◽  
Time Management ◽  
Educational Institutions ◽  
Data Sets ◽  
Learning Context ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

Purpose – At the beginning of 2020, the COVID-19 pandemic affected many aspects of life, including education. In response, the Indonesian government mandated all educational institutions, including universities, to implement online learning. Through online learning, many university students experienced considerable changes in the way they regulated their knowledge-seeking process. This research examined the level of EFL university students' self-regulated learning during their online learning activities for an English academic writing course, as well as the difficulties encountered and strategies developed in the online learning context. Methodology – This research employed a convergent mixed-method research design by adapting the Online Self-Regulated Learning Questionnaire (Barnard et al., 2009) and an open-ended questionnaire to discover the students' difficulties and strategies during online learning. The study involved 307 students of the English 3 (Academic Writing) course at President University, Indonesia. Descriptive statistics were employed to analyse the quantitative data sets, while the qualitative data sets were systematically coded and thematically analysed. Findings – The statistical analysis indicated that the students had a medium level of self-regulated learning skills. The qualitative analysis revealed that in the context of online self-regulated learning, the issues they faced included technical, material, time management, study space, and motivation issues. At the same time, the students attempted to alleviate these issues by improving collaboration and time management, and adopting technical, academic, and affective strategies. Significance – By exploring the level of students' self-regulated learning skills, this study provides insights for universities and lecturers into students’ ability to regulate their learning in an online learning context. Additionally, this study has identified the difficulties students face in the online learning process and their strategies to overcome these issues, which can practically inform educational institutions about the necessary support that should be provided to facilitate students' self-regulated learning skills in the online learning context.

scholarly journals Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

2021 ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Sunday Adewale Olaleye ◽  
Oluwafemi Samson Balogun ◽  
Łukasz Tomczyk
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Self Efficacy ◽  
Multivariate Regression ◽  
Quantitative Research ◽  
Online Courses ◽  
Online Course ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Technology Course

AbstractThis study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.

scholarly journals The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Martha Leticia Gaeta ◽  
Laura Gaeta ◽  
María del Socorro Rodriguez
Keyword(s):  
Online Learning ◽  
University Students ◽  
Coping Strategies ◽  
Structural Equation ◽  
Equation Model ◽  
Self Report ◽  
Health Crisis ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

One of the main challenges in higher education is promoting students' autonomous and self-regulated learning, which involves managing their own emotions and learning processes in different contexts and circumstances. Considering that online learning during the COVID-19 pandemic may be an opportunity for university students to take greater responsibility for their learning, it is essential to explore the strategies they have developed in the face of emotional and learning challenges during the health crisis. This study aimed at analyzing the relationships between students' emotions, coping strategies, and self-regulated learning in online learning during COVID-19 home confinement. The participants were 1,290 Mexican students from different universities throughout the country, who answered an online self-report questionnaire from standardized instruments adapted to the pandemic. Data were analyzed with descriptive and inferential analyses, including a structural equation model (SEM). Findings indicate that, although anxiety, boredom, and frustration were present among participants during confinement, the primary emotions were gratitude, joy, and hope. Second, the main coping strategies used by students participating were focused on facing and reassessing the situation. Furthermore, tranquility, hope, gratitude, and joy were positively related to self-regulated learning, although, loneliness and disinterest were negatively related. Finally, it was found that an approach to coping strategies mediated the relationship between emotions and self-regulated learning. Thus, teachers should help students understand the relevance of active coping strategies and use student-centered learning models that promote autonomous and self-regulated learning, considering each learner's needs, during and after confinement.

scholarly journals Hubungan Kemandirian Belajar dengan Hasil Belajar pada Matakuliah Matematika-II

2020 ◽  
Vol 7 (02) ◽  
pp. 137-148
Author(s):  
Nurdiana Siregar ◽  
Nurkhairunnisa Siregar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Pearson Correlation ◽  
Student Learning Outcomes ◽  
Study Data ◽  
Strong Positive Correlation ◽  
Study Program ◽  
Self Regulated Learning ◽  
Regulated Learning

The purpose of this study was to look at the relation between self-regulated learning and learning outcomes of PGMI study program students at UIN North Sumatra. This type of research is quantitative research using the correlational method. 42 students of PGMI study program were used as samples in this study. Data collection was done using a questionnaire and a list of grades Mathematics-II students (Geometry and Measurement). Based on the results of the pearson correlation test output obtained that there is a significant relation of self-regulated learning with student learning outcomes in Mathematics-II subjects. Furthermore, to see the strength or closeness of the correlation between the two variables can be taken a decision from the Pearson Correlation value of 0.793 is in the interpretation of the r value is strongly correlated, then the closeness or strength of the relationship between the two variables is categorized strong. Thus there is a strong positive correlation between self-regulated learning variables with learning outcomes of Mathematics-II subjects. Such a relationship can be interpreted that the higher the level of learning independence, the higher the achievement of student learning outcomes tends to be.

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