scholarly journals Exploring STEM Undergraduate Self-Regulated Learning at a Vietnamese Transnational University

2021 ◽  
Vol 13 (1) ◽  
pp. 6-21
Author(s):  
Christina W Yao ◽  
Trentee Bush ◽  
Courtney Collins ◽  
Minerva Tuliao ◽  
Kaleb L. Briscoe ◽  
...  
Keyword(s):  
Stem Education ◽  
Undergraduate Students ◽  
Technology Use ◽  
English Language ◽  
Language Instruction ◽  
The Self ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
English Language Instruction ◽  
Regulated Learning

STEM education in Vietnam is prioritized, yet effective learning may be difficult for students attending transnational universities. The purpose of this study is to examine the self-regulated learning experiences of STEM undergraduate students attending a collaborative transnational university in Vietnam. Challenges included English language instruction and STEM-specific terminology. Despite barriers to their learning, students describe strategies for navigating their learning process. Strategies included extensive rereading of the material, using Google to look up new terms/ideas or to translate words, asking instructors for translation, and reviewing online resources. Implications for practice include instructors providing more detailed feedback and guidance and leveraging technology use for learning.

scholarly journals A Study of the Self-Regulated Learning Inventory on a HBCU Student Population in Allied Health

2007 ◽  
Author(s):  
James Goodpasture ◽  
Reinhardt Lindner ◽  
Mathews Thomas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Allied Health ◽  
The Self ◽  
Self Report ◽  
Black College ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Study Results ◽  
Regulated Learning

Increased numbers of minorities in the allied health disciplines are sought for a number of reasons. One approach to increasing minority graduates in allied health sciences is to ensure that minority applicants have the learning behaviors necessary to succeed in the academic setting. In this study, we sought to determine if self-regulated learning, assessed via a self-report inventory, was significantly related to Grade Point Average (GPA) in undergraduate students enrolled in a historically black college or university (HBCU). The Self Regulated Learning Inventory V. 5 (SRLI V.5) was distributed to undergraduate HBCU students enrolled in allied health majors. The inventory was completed by 134 undergraduate students who provided the data for the study. Results indicated that the SRLI was not significantly correlated with academic success (based on student GPA). Further investigation revealed that different methods used in calculating GPA and the inclusion of transfer students likely decreased the statistical power of the association between academic performance and self-regulation.

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 On the Self-regulated Learning Ability of Students and Its Development

CONVERTER ◽  
2021 ◽  
pp. 426-431
Author(s):  
Jisheng He, Ling He, Naizhu Huang, Jiaming Zhong, Linzi Qin
Keyword(s):  
Theoretical Basis ◽  
Self Regulation ◽  
The Self ◽  
Learning Ability ◽  
Learning Abilities ◽  
Self Monitoring ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

It is crucial for students to bear the ability of self-access for effective learning. Abilities of students’ self-access should be trained on basis of the connotation of self-access ability, with the start of training students’ self-direction, self-monitoring, self-regulation and self-accessment abilities. Ways and measurements of self-access training are to be made considering the relationship between knowledge, skills and abilities, and following the theoretical basis of students’ self-access ability training. Cognition guidance measures are best choice.

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.

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