scholarly journals Nursing Students' Self-regulated Learning Skills for Online Learning

2021 ◽  
Author(s):  
Marion Tower ◽  
Areum Hyun ◽  
Bernadette Watson ◽  
Alison Bourke ◽  
John Drayton ◽  
...  
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Survey ◽  
Nursing Program ◽  
Convenience Sample ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Methods Of Learning

Abstract BackgroundUniversities have been working to adopt more flexible approaches to teaching and learning. New approaches have been accelerated by the coronavirus pandemic whereby university nursing programs have moved more learning into online environments to continue delivering education and supporting nursing students to progress in their study. However, there is significant evidence to suggest that many students remain comfortable with traditional methods of learning. Nursing students in particular prefer to learn by experience and reflection. An important attribute for online learning is related to students' self-regulated learning (SRL) skills. The aim of the study was to explore nursing students' SRL readiness for online learning environments. MethodsA convenience sample of one hundred and fifty undergraduate nursing students who were enrolled in the first year of nursing program participated in an online survey. The survey instrument was a Self-Directed Learning Instrument which had previously been used to measure the students' readiness for self-regulated learning.ResultsResults indicated that students were motivated to improve in their learning and enjoyed finding answers to questions. They also agreed that they continued learning even when they faced difficulties. In contrast, they often did not know what they had to learn; they struggled to manage their learning time, find learning resources, monitor their progress, and self-evaluate their learning outcomes. ConclusionsProviding opportunities to develop nursing students' metacognition is important. Activities such as goal setting and planning, developing time management and assessment strategies, and making explicit support channels for online learning, as well as providing opportunities for self-reflection and self-evaluation strategies to enhance SRL can support this.

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.

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.

Effects of Team-Based Learning on Self-Regulated Online Learning

2015 ◽  
Vol 12 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Alice A. Whittaker
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Learning Activity ◽  
Control Group ◽  
Viewing Time ◽  
Self Regulated Learning ◽  
Team Based Learning ◽  
Regulated Learning

AbstractOnline learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

scholarly journals Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students

2021 ◽  
pp. 146978742110512
Author(s):  
Tsai-Yun Mou
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Time Management ◽  
Setting Time ◽  
Upward Trend ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
Design Students

This study investigated the intervention of a weekly learning diary on design students’ self-regulated learning in an online learning environment. A total of 54 undergraduate students from an intermediate and an advanced course respectively participated in this study. In a 7-week period of online learning, the students had to complete a course project on their own. Synchronous online learning with the Microsoft Teams program was adopted for students to have real-time learning as well as recordings for after-class reviewing. The results revealed that the structured weekly diary was helpful for the students’ goal setting, time management, self-monitoring, and self-evaluation. Students with clear strategies of time management mostly had better performance. The students had an upward trend of self-monitoring and self-evaluation. Regarding their self-efficacy, the freshman class did not change greatly over time but the senior class steadily built up confidence in online learning and self-regulated learning. Nevertheless, the process and experiences of online self-regulated learning with the intervention of the learning diary influenced the design students to a certain degree.

Using automated time management enablers to improve self-regulated learning

2019 ◽  
pp. 146978741986630 ◽  
Author(s):  
Henry Khiat
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Time Management ◽  
Management Practices ◽  
Self Regulation ◽  
Management Training ◽  
Online Learning Environment ◽  
Self Regulated Learning ◽  
Effective Time ◽  
Regulated Learning

Effective time management is essential for us all, whether students or anyone else. There are many factors which affect how well students manage their time and in what ways. As with everything, some are excellent at managing their time and others are not. As faculty, we can assist our learners to better manage their time, whether this is in the online learning environment or any other. However, studies reveal that the effect of time management training on time management practices varies, and there is therefore a need to explore this further. This study investigates how the practice of time management, an important self-regulated learning enabler, affects learning in the online learning environment. An automated adaptive time management enabling system was used to guide students in managing their time more effectively. The system assisted students in their time management through visual reinforcement, adaptive release, learning monitors and learning motivators. The findings showed that the use of the time management enabling system facilitated and guided the students in studying the course in a consistent manner and aided students in practising more effective time management thus impacting performance. In summary, positive changes were made to their time management behaviours and these subsequently improved their self-regulation.

scholarly journals Perception towards Online Classes during COVID-19 among Nursing Students of a Medical College of Kaski District, Nepal

2020 ◽  
Vol 1 (6) ◽  
pp. 249-255
Author(s):  
Dipti Koirala ◽  
Muna Silwal ◽  
Sunita Gurung ◽  
Muna Bhattarai ◽  
Vikash Kumar KC
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Online Survey ◽  
Family Income ◽  
Learning System ◽  
Online Classes ◽  
Negative Perception ◽  
Medical College

Introduction: Online learning is a virtual learning system that integrates internet connection with teaching and learning process. This system has become a solution for the continuity of teaching and learning process in Nepal during Covid-19 pandemic. Thus the main objective of this study was to assess the perception of nursing students towards online classes during Covid-19 pandemic. Methods: A cross-sectional study was carried out among 133 nursing students studying at Gandaki Medical College of Nepal. Data were collected through online survey using a semi-structured questionnaire from 15 to 21, September, 2020 and were analyzed using Statistical Package for Social Science (SPSS) version 16 employing descriptive and inferential statistical method. Results: The result showed that mobile was the most commonly (51.9%) used gadget for attending online class. One third of the students (35.3%) had no access to static internet and 4.5% of them did not have internet at their home. Majority of the students (91.7%) felt that online classes should be continued during this pandemic. Nearly two third of the respondents (63.2%) were satisfied from the online classes. Overall, 54.1% had negative perception towards online classes. There is statistically significant association of perception with residence (p = 0.033), type of nursing programme (p = 0.027), family income (p = 0.022), education level of father (p = 0.029) and mother (p = 0.004). Conclusion: Online learning method is a solution taken by higher education in Nepal during the Covid-19 outbreak. Based on the survey result, almost half of the respondents had negative perception towards online learning. However, majority felt that online classes should be continued during this pandemic. Therefore, it is recommended to foster face to face interaction between students and teachers and to promote learning environment at home for online learning.

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

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