scholarly journals Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3

2021 ◽  
Author(s):  
Ilze Šūmane ◽  
◽  
Līga Āboltiņa
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
School Education ◽  
The Self ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
The Third ◽  
Third Stage ◽  
Regulated Learning

The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.

scholarly journals Implementing a self-regulated WebQuest learning system for Chinese elementary schools

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Hsien-Sheng Hsiao ◽  
Chung-Chieh Tsai ◽  
Chien-Yu Lin ◽  
Chih-Cheng Lin
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Self Regulation ◽  
Sixth Graders ◽  
Learning System ◽  
The Self ◽  
Control Group ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Experimental Group

<span>The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist learners in employing WebQuest learning in a self-regulated learning pattern as well as to give teachers opportunities to monitor and assist students' performance. The participants in the study are sixth graders of an elementary school in Taipei County, Taiwan. The experimental group and the control group are composed of three classes respectively. The current study investigates the correlation between students' self-regulated behavior and their achievement when using WebQuest learning through the self-regulated learning assisted functions and traditional WebQuest learning. In addition, learners' self-regulated behavior is observed and analysed based on the system records as well as their behaviour in the learning process.</span>

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

scholarly journals The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

2020 ◽  
Vol 32 (4) ◽  
pp. 1089-1126 ◽  
Author(s):  
Matthias Nückles ◽  
Julian Roelle ◽  
Inga Glogger-Frey ◽  
Julia Waldeyer ◽  
Alexander Renkl
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Journal Writing ◽  
Theoretical Perspective ◽  
Self Regulation ◽  
The Self ◽  
Writing To Learn ◽  
Self Regulated Learning ◽  
Load Theory ◽  
Regulated Learning

Abstract We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, we have set up a research program—the Freiburg Self-Regulated-Journal-Writing Approach—in which we developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. We will highlight the main insights of our research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, we present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners’ expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

scholarly journals PERSONAL SELF-REGULATION AS A VARIABLE STUDENT (PRESAGE)

2016 ◽  
Vol 4 (1) ◽  
pp. 165
Author(s):  
Lucía Zapata ◽  
Jesús De la Fuente ◽  
Dave Putwain ◽  
Paul Sander
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
The Self ◽  
Academic Learning ◽  
Short Version ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Full Sense ◽  
Teaching Learning ◽  
Educational Variables

Abstract.The self-regulation that people use in daily life has not traditionally been studied by educational psychologists. However, after Zimmerman showed the existence of common processes in different domains, experts have taken an interest in analyzing the self-regulating components common to different spheres (education, work, and health). This model considers personal self-regulation as a presage variable in the teaching-learning process. The Self-Regulation Questionnaire (SRQ) designed by Brown, Miller and Lawendowski has been used most often in the research on personal self-regulation. Several studies have examined this instrument’s psychometric characteristics, leading to development of the Short Self-Regulation Questionnaire (SSRQ). This short version has been shown to be a plausible alternative to the long version, in a Spanish sample (Pichardo et al., in review). There is little research in the educational sphere that treats self-regulation as a presage variable; most cases have focused on the more restrictive variable of self-regulated learning. However, studies have shown the importance of including personal self-regulation, in its full sense, as a presage variable. We can infer that the interaction of personal self-regulation with other variables, whether personal (age, gender) or academic (learning approaches, coping strategies, academic selfregulation, regulatory teaching, resilience, etc.), constitutes an interesting, novel focus when analyzing the teaching-learning process at university. We have seen the value of this study, due to the importance of this variable and the dearth of research studies to date that treat educational variables and personal self-regulation. Keywords: Personal Self-regulation, Short Self-Regulation Questionnaire, Teaching-Learning process

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>

Stimulating employee learning: the confluence of case-based and self-regulated learning

2020 ◽  
Vol 52 (3) ◽  
pp. 171-183 ◽  
Author(s):  
Paul Lyons ◽  
Randall Paul Bandura
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Analysis And Synthesis ◽  
Case Based Learning ◽  
Based Instruction ◽  
Employee Learning ◽  
Case Based

Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review and describe: some characteristics of adult learning, features and functions of self-regulated learning (SRL) and the instructional approach, case-based learning (CBL), followed by a synthesis of the information in the form of a detailed, CBL approach for practitioner use. Design/methodology/approach The approach used in this work is represented in the following phases. First, conduct a literature review of each of these areas: characteristics of adult learners, details of SRL and its components, accompanied by the expression of linkages among the concepts and CBL. This includes exploration of metacognition, as it relates to the self-regulation of learning. Also reviewed was CBL, including theory background. Literature reviews were aided by databases: Education Research Complete, Psych Info and ScienceDirect. The second substantive phase was to synthesize the information obtained in the reviews and analysis and create a detailed design presentation for using CBL with trainees. Findings The findings of the analysis and synthesis of information enable the expression of a complete, detailed approach to the application of CBL for practitioner use. A review of practices in CBL augmented with examination of important theories of situated cognition and constructivism assist in building a rationale as to how case-based instruction may improve individual and team/group self-regulation of learning. Practical implications Presented in the paper is a complete model of case-based instruction for practitioner use and refinement. Originality/value Case-based instruction has not been directly linked to the self-regulation of learning. This paper makes a contribution to the literature of CBL as well as to situational cognition.

Supporting Learning Self-Regulation through a PLE

2016 ◽  
pp. 1129-1156
Author(s):  
Iolanda Garcia ◽  
Begoña Gros ◽  
Ingrid Noguera
Keyword(s):  
Lifelong Learning ◽  
Time Management ◽  
Knowledge Society ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Web Based ◽  
Virtual Spaces ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning

In the knowledge society, autonomous and Self-Directed Learning (SDL) have become particularly important for professional development and lifelong learning. This kind of learning can take place in physical and virtual spaces that may belong to formal institutions but also to extended communities and networks. In virtual spaces, self-directed learning and self-regulation skills and capacities play an important role in learners' performance. For this reason, it is highly recommended to empower students to design and deploy educational spaces and projects able to fuse formal and informal contexts. The use of Personal Learning Environments (PLEs) can support learners to gain control over their experiences through Web-based tools and a task-orientated environment. It is known that time management is one relevant component of self-regulated learning. There are many Web-based tools that can be used to control time investment and promote planning but little research that takes into account time management in the design and use of PLEs. This chapter describes the results of the Just4me project1, aimed at designing and developing a PLE to support self-regulated learning dealing with time management as an important dimension in lifelong learning. From this perspective, this chapter contributes to the operationalization and analysis of the time factor in online learning regarding time management in self-regulated learning processes supported by PLEs.

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