scholarly journals A blended learning approach towards reducing the written communication gap: the role of Self-Regulated Learning dimensions

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Agnieszka Herdan ◽  
Lorenzo Neri ◽  
Antonella Russo ◽  
Elizabeth Warren
Keyword(s):  
Blended Learning ◽  
Learning Strategy ◽  
Self Regulation ◽  
Accounting Students ◽  
Learning Approach ◽  
Written Communication ◽  
Self Regulated Learning ◽  
Communications Skills ◽  
Communication Gap

This study analyses the effectiveness of a blended learning strategy, designed to improve the written communication skills of a cohort of Accounting and Finance students. Moore and Morton (2017) stressed that the written communication gap mainly arises due to students’ inability to utilise their writing skills in a dynamic process. Therefore this paper analyses the connection between the self-regulation learning (SRL) strategy, the writing learning process and the blended learning approach. The findings reveal that SRL dimensions play a significant role in the successful application of the blended learning strategy. The dimensions also support the blended approach in enhancing written communications skills among accounting students. The study has relevant and practical implications for promoting the application of a blended learning strategy using SRL successfully. Additionally, our findings offer a learning strategy to address the unresolved skills gap, affecting written communication within Business Schools.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

2019 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Berliana Henu Cahyani ◽  
Asmadi Alsa ◽  
Neila Ramdhani ◽  
Fakher Nabeel Khalili
Keyword(s):  
Classroom Management ◽  
Goal Orientation ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Sampling Technique ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Mathematics

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom manage­ment and mastery goals concurrently.

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use

2019 ◽  
Vol 24 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Rebeca Cerezo ◽  
Estrella Fernández ◽  
Natalia Amieiro ◽  
Antonio Valle ◽  
Pedro Rosário ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Learning Strategy ◽  
Self Regulated Learning ◽  
Mediating Role ◽  
Regulated Learning

scholarly journals Self-regulated learning in nursing: A study from a health education course

2017 ◽  
Vol 14 (4) ◽  
pp. 3830 ◽  
Author(s):  
Ayla Keçeci
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Study Data ◽  
State University ◽  
Extrinsic Factors ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: Self-regulation related to cognition and behaviour is an important factor in learning and academic achievement. Self-regulated learning is defined as the process of learning in which students activate and develop their own cognition, motivation and behaviour through self-regulatory processes.Objectives: The aim of this study was to determine the self-regulation skills of nursing students on a health education course in a state university in Turkey.Methods: The study sample consisted of 110 students who attended the class on the day of the survey and agreed to participate in the study. Data were collected with the Turkish version of the ‘Motivated Strategies for Learning Questionnaire’, which was adapted by Büyüköztürk et al. (2004). Data were analyzed using descriptive statistics such as frequency, percentage and mean, as well as the Mann–Whitney U test, t-test and analysis of variance (ANOVA).Results: The results showed that the participants were motivated by external factors, using the elaboration strategy more frequently than other learning strategies. Second- and third-year students had various motivational levels and preferred different types of learning strategies, and those students who had more positive perceptions of the school, the course and the instructor evinced higher levels of internal responsibility and benefited from learning strategies more frequently.Conclusion: Nursing students were found to be predominantly motivated by extrinsic factors and preferred the elaboration learning strategy.

scholarly journals A Critical Review on Blended Learning Versus Traditional Lecture Method

2021 ◽  
Vol 13 (2) ◽  
pp. 62-76
Author(s):  
Muhammad Hafeez
Keyword(s):  
Blended Learning ◽  
Critical Review ◽  
Learning Strategy ◽  
Research Articles ◽  
Learning Approach ◽  
Review Of Literature ◽  
Traditional Lecture ◽  
Effective Learning ◽  
Lecture Method ◽  
Information And Communication

From the beginning of 21st century, the leaning stratigies have been changed from traditional to information and communication based. A critical review of published articles about blended and traditional leaning stratigies has been conducted to highlight the importance and significance of both learning stratigies. Thirty-six (36) research articles published in various databases in various disciplines have been selected for review.  The review of literature showed that in most of the studies, the blended learning strategy proved to be more effective learning strategy against the traditional lecture method. From thirty-six published articles reviewed, twenty-five studies showed a statistically more significance value in blended learning approach for academic achievement, critical and creative skills in various disciplines. So, on the basis of this study, it is strongly recommended that blended learning strategy must be applied to achieve high academic and professional results.    

scholarly journals SELF REGULATED LEARNING STRATEGY IN ELEMENTARY SCHOOL

2018 ◽  
Vol 2 (1) ◽  
pp. 167
Author(s):  
Nuur Wachid Abdul Majid ◽  
Eliya Rochmah
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Regulation ◽  
Self Control ◽  
Initial Product ◽  
Active Behavior ◽  
Self Regulated Learning ◽  
Regulated Learning

<p><em>Elementary School is foundation of education in Indonesia that is very important to curve character and success in academic when they are be adult. Many factors that influence in the formation of characters and academics success of the students one of them is the ability of self-regulation or Self-Regulated Learning in learning activities in elementary school. Self-Regulated Learning has an important role in the implementation of teaching and learning process, especially in determining the success of teaching and learning process, because students who have this ability can manage and self-directed, able to adjust, and self-control, especially when facing difficulties in the learning process. This research is limited to a preliminary study covering three steps: (a) initial data and information collection; (b) planning; and (c) initial product development. By applying the learning strategy of SRL, students can arrange themselves in learning by involving the ability of cognition, metacognition, motivation, and active behavior as well as managed learning or in other words learning that rests on self-regulation.</em></p>

Establishing a Learning Presence

2019 ◽  
pp. 51-74
Author(s):  
Chantelle Bosch ◽  
Jessica Pool
Keyword(s):  
Blended Learning ◽  
Community Of Inquiry ◽  
Self Regulation ◽  
Design Tool ◽  
Self Directed Learning ◽  
Directed Learning ◽  
New Form ◽  
Community Of Inquiry Framework ◽  
Learning Presence

Despite the overwhelming interest in the community of inquiry (CoI) framework, there is a lack of research regarding the role of students' self-directed learning (SDL) skills in a blended learning environment. This student self-regulation, therefore, serves as a basis for a new form of presence within the community of inquiry framework, described as “learning presence.” Although reports have been made on guidelines for the establishment of the initial presences in the community of inquiry framework, there is still a gap in the literature regarding the establishment of a learning presence. The purpose of this chapter is to report on what a learning presence is, and the authors propose a model as a guide to establish a learning presence. The findings of this qualitative study confirm that students can work self-directedly, and therefore, the combined blended learning design model can be used as a design tool to establish a learning presence.

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