scholarly journals SELF-REGULATED LEARNING AND DIGITAL LEARNING ENVIRONMENT: ITS’ EFFECT ON ACADEMIC ACHIEVEMENT DURING THE PANDEMIC

2021 ◽  
Vol 40 (2) ◽  
pp. 374-388
Author(s):  
Nani Sutarni ◽  
M Arief Ramdhany ◽  
Achmad Hufad ◽  
Eri Kurniawan
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Structural Equation ◽  
Learning Ability ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning

The unprecedented changes in the education sector due to the recent pandemic demand teachers and students to adapt to new ways of learning via online platforms. A plethora of latest research has investigated various topics such as online learning platforms, online learning materials, and teacher/student perceptions; however, little is known about the link between online learning and achievement. Occupying this lacuna, this study specifically sought to examine the relationship between self-regulated learning (SRL), the digital learning environment, and student’ academic achievement during the pandemic.  The population of this research was 1,800 students (freshmen, sophomore, junior, and senior class) enrolled for the Introduction to Management course at a state university in Bandung, Indonesia. Selected using a proportionate random sampling, 317 students participated as the respondents.  The data were collected through questionnaire surveys, while the Structural Equation Model (SEM) was employed to analyze the interrelationship among the construct variables.  The results of this study show that promoting SRL may affect the optimization of the digital learning environment and academic achievements.  Students with better self-regulated learning ability can somehow optimize their digital learning environment and be more progressive in terms of academic achievement.

Setting the Stage for Success in an Online Learning Environment

2021 ◽  
pp. 53-59
Author(s):  
Maria Orlando ◽  
Linda Howard
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Traditional Classrooms ◽  
Pedagogical Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

Online learning in higher education has become increasingly popular because of the convenience and flexibility that it provides. Self-regulated learning, which requires students to plan, monitor, and assess their own learning, has been recognized as a key predictor of academic achievement and motivation in student learning. Few students, however, naturally do this. In order to guide students to become self-regulated learners and for these experiences to be successful for both the students and the instructor, instructors should use pedagogical strategies that differ slightly from those they have used in traditional classrooms. The purpose of this chapter is two-fold: to identify some of the challenges presented to students in an online learning environment and to give an overview of some possible solutions that an instructor can implement in order to address those challenges and give students tools to help them to become self-regulated learners.

Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?

2021 ◽  
pp. 1206-1227
Author(s):  
Aweke Shishigu ◽  
Kassa Michael ◽  
Mulugeta Atnafu
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Digital Learning ◽  
Pedagogical Practice ◽  
Instructional Tools ◽  
Student Centered ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Improved Learning

As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.

Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?

2019 ◽  
pp. 44-70
Author(s):  
Aweke Shishigu ◽  
Kassa Michael ◽  
Mulugeta Atnafu
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Digital Learning ◽  
Pedagogical Practice ◽  
Instructional Tools ◽  
Student Centered ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Improved Learning

As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.

Setting the Stage for Success in an Online Learning Environment

2018 ◽  
pp. 1-9 ◽  
Author(s):  
Maria Orlando ◽  
Linda Howard
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Traditional Classrooms ◽  
Pedagogical Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

Online learning in higher education has become increasingly popular because of the convenience and flexibility that it provides. Self-regulated learning, which requires students to plan, monitor, and assess their own learning, has been recognized as a key predictor of academic achievement and motivation in student learning. Few students, however, naturally do this. In order to guide students to become self-regulated learners and for these experiences to be successful for both the students and the instructor, instructors should use pedagogical strategies that differ slightly from those they have used in traditional classrooms. The purpose of this chapter is two-fold: to identify some of the challenges presented to students in an online learning environment and to give an overview of some possible solutions that an instructor can implement in order to address those challenges and give students tools to help them to become self-regulated learners.

Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic

2021 ◽  
pp. 204275302110277
Author(s):  
Jose Mari Calamlam ◽  
Fritz Ferran ◽  
Lee Gerard Macabali
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Research Methods ◽  
Repeated Measures ◽  
Online Learning Environment ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Online Distance Learning

The COVID-19 pandemic brought an education crisis that forced schools to abruptly shift to online distance learning. Regardless of the challenges in this migration, the teaching–learning process should continue. Self-regulated learning skills are essential in learning in an online environment; hence, the study aims to explore learners’ perception in an online learning environment, self-regulated learning skills, and academic achievement during a research methods course. Perception on the online learning environment, self-regulated learning skills, and academic achievement were collected periodically throughout the online course. The analysis included repeated measures of ANOVA to examine the trends between periods of measurement. A linear regression analysis was used to determine the impact of perception on the online learning environment to self-regulated learning. Results of repeated measures of ANOVA suggest a subtle decrease in the perception of the online learning environment at the start of the course. Still, ratings consistently increased viewing online distance learning the same with pre-quarantine set-up. On the other hand, self-regulated learning remained virtually the same throughout the implementation of research methods online course. A rise in the learning playlist scores has been observed at the start of the research methods course, but scores began to decline at the latter phases of the course. Results of regression analysis imply the influence of perception on the online learning environment on self-regulated learning skills. However, perception does not affect learners’ academic achievement. The study recommends using strategies to further develop perseverance in adjusting to online learning amid initial setbacks. Also, interventions specific to improving learners’ self-regulated learning skills are highly recommended.

scholarly journals The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Yan DAI
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Online Courses ◽  
Chinese Higher Education ◽  
Equation Modeling ◽  
Academic Entitlement ◽  
Spring Semester ◽  
Chinese College Students ◽  
Self Regulated Learning ◽  
Regulated Learning

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

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