scholarly journals Research on Self-Regulated Learning by Using Network Learning Space for Cross-Disciplinary MPAcc Postgraduate Freshmen Based on HeXie Management Theory

2020 ◽  
Author(s):  
Xiaozhuo Wei ◽  
Yunpeng Li ◽  
Wenjun Shao ◽  
Xing Dong
Keyword(s):  
Management Theory ◽  
Learning Space ◽  
Network Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning By Using

scholarly journals Meningkatkan hasil belajar dan kemandirian belajar peserta didik dengan menggunakan Android Studio (Increasing student’s learning result and self-regulated learning by using Android Studio)

2021 ◽  
Vol 1 (6) ◽  
pp. 579-588
Author(s):  
Livia Dinda Rochmawati ◽  
Madziatul Chuuriyah
Keyword(s):  
Research And Development ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Bahasa Indonesia ◽  
Learning By Using

Penggunaan media dalam kegiatan pembelajaran dapat membantu keterbatasan yang dimiliki guru/pendidik dalam menyampaikan materi yang ingin diajarkan, terutama untuk pelaksanaan kegiatan pembelajaran secara daring dari jarak jauh seperti saat ini. Salah satu sekolah yang menerapkan hal tersebut adalah SMK Negeri 1 Turen Kabupaten Malang. Tujuan dari penelitian ini untuk mengembangkan media pembelajaran berbasis Android Studio, mengetahui kelayakan media pembelajaran berbasis Android Studio, mengetahui perbedaan hasil belajar peserta didik, dan mengetahui perbedaan self regulated learning peserta didik pada mata pelajaran Korespondensi Bahasa Indonesia untuk kelas X yang mampu meningkatkan hasil belajar dan kemandirian belajar peserta didik. Metode penelitian dan pengembangan yang digunakan adalah Research and Development yang dicetuskan oleh Sugiyono dan terdiri dari 9 langkah, diantaranya adalah potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk, uji coba pemakaian, dan produksi massal. Hasil akhir dari penelitian ini adalah meningkatnya hasil belajar dan kemandirian peserta didik dari kelas eksperimen dibandingkan dengan kelas kontrol.

scholarly journals The Social Dimensions of Learner Autonomy and Self-Regulated Learning

2014 ◽  
pp. 320-341 ◽  
Author(s):  
Garold Murray
Keyword(s):  
Language Learning ◽  
Learner Autonomy ◽  
Pedagogical Practice ◽  
Social Dimensions ◽  
Learning Space ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Political Dimensions ◽  
The Individual

This paper examines how learner autonomy and self-regulated learning might be related by comparing and contrasting the two constructs. After identifying the traits learner autonomy and self-regulated learning have in common, I argue that in order to understand how they differ we have to look beyond a discrete point comparison of their features. Given that both areas of inquiry have been broadening their focus on the individual learner to include greater recognition of the role of the social environment in the learning process, I expand the scope of my analysis to include their social dimensions. In the ensuing discussion, I explore the notion that their social dimensions encompass emotional, spatial and political dimensions. To illustrate my points, I draw on data from an ethnographic inquiry investigating the experiences of Japanese English foreign language learners participating in a social language learning space on the campus of a large national university. The paper concludes by examining the implications of this theoretical discussion for pedagogical practice and further inquiry.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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