An Analysis of the Self-determination and Self-regulated learning Strategies of Korean Majors in Beijing, China

2021 ◽  
Vol 48 ◽  
pp. 167-184
Author(s):  
Zhen-ning Li
Keyword(s):  
Learning Strategies ◽  
The Self ◽  
Self Determination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Beijing China

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.

The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement

2020 ◽  
Vol 12 (3) ◽  
pp. 49-65
Author(s):  
Tami Seifert ◽  
Carla Har-Paz
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Self Regulation ◽  
The Self ◽  
School Students ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Regulated Learning

The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.

Self-Regulated Learners

2020 ◽  
pp. 48-71
Author(s):  
Lisa M. Liberty ◽  
Stephanie N. DeSpain
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Online Instruction ◽  
Rapid Growth ◽  
Final Stage ◽  
The Self ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Reflection Phase ◽  
Regulated Learning

Methods of online instruction are becoming a staple in academia, and the rapid growth of online learning has prompted a need to incorporate self-regulated learning strategies. There are three phases of self-regulated learning that students employ to initiate plans to complete a task or accomplish a goal. The performance phase describes the processes students use while working towards the completion of a task or goal. In the self-reflection phase, students reflect on their progress towards the task or goal, or the results if they have completed the task. During the final stage, students use that information to inform their future decisions about completing the task or goal or begin a new one.

The effect of self-regulated programming learning on undergraduate students’ academic performance and motivation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mücahit Öztürk
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
The Self ◽  
Instructional Technologies ◽  
Traditional Methods ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Control

Purpose The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods. Design/methodology/approach This study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation. Findings The results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation. Originality/value In this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.

scholarly journals Self-Learning Strategy in Teaching Speech Skills to Face COVID 19/ استراتيجية التعلم الذاتي في تعليم مهارات الكلام لمواجهة COVID 19

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Nuril Mufidah ◽  
Mohammad Umar Hafiz Mohammad Idrees
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
The Self ◽  
Human Communication ◽  
Literature Study ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Problem Solving Strategy ◽  
The Individual ◽  
Self Learning

Education has new requirements for teaching the individual how to teach himself by himself to continuous education and lifelong learning. Self-regulated learning is one of the central axes to accommodate these rapid and successive developments, mainly when global crises occurred. Self-regulated learning can help students become independent learners to achieve their goals. It can also reach distinctive performance, especially for developing the linguistic skills represented in speech skills, whose impact appears daily through effective human communication, whether oral or written communication. The research technique used is a literature study. This study aims to shed light on the self-regulated learning strategy to developing speaking skills, and its implications, in terms of the effects of the Corona pandemic (COVID 19) on various educational activities. Also, clarifying what is meant by speech and developing his skills, and knowing the learning strategy and how to use it in developing speech skills. The problem-solving strategy is considered one of the essential self-learning strategies. The learner independently develops his skills and knowledge by searching for practical solutions to real problems by relying on oneself. Self-regulated learning is considered a successful method for developing speech skills. The student's performance as the independent learner can be measured through his various daily social activities in order to help him evaluate his strategies followed and choose the most difficult ones to achieve the goals of the self-education process, and to reach the required level of language skill.

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