DESIGNING A BLENDED LEARNING ENVIRONMENT TO SUPPORT SELF-DIRECTED AND SELF-REGULATED LEARNING

2015 ◽  
Author(s):  
Aysan Şentürk ◽  
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
University Students ◽  
Blended Learning ◽  
Key Words ◽  
Programming Languages ◽  
Qualitative Data ◽  
Instructional Technologies ◽  
Self Regulated Learning ◽  
Regulated Learning

In this study, a blended learning environment was designed for sixty students from Computer Education and Instructional Technologies Department, taking Programming Languages course. The environment was designed to support self-directed and self-regulated learning. Interviews with open ended questions were used as data collection instruments. According to the qualitative data collected in this study it was concluded that students were satisfied using that learning environment. Key words: blended learning environment, self-directed and self-regulated learning, university students.

scholarly journals Yue Zhu, Wing Au, Greg Yates, University Students’ Self-control and Self-regulated Learning in a Blended Course (Samokontrola oraz automotywacja studentów uczących się z wykorzystaniem metod blended learning), „The Internet and Higher Education” 2016, vol. 30

2019 ◽  
pp. 225-226
Author(s):  
Monika Kotowska-Lewińska
Keyword(s):  
Higher Education ◽  
University Students ◽  
Blended Learning ◽  
Self Control ◽  
The Internet ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Blended Course

Yue Zhu, Wing Au, Greg Yates, University Students’ Self-control and Self-regulated Learning in a Blended Course (Samokontrola oraz automotywacja studentów uczących się z wykorzystaniem metod blended learning), „The Internet and Higher Education” 2016, vol. 30

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.

scholarly journals A Web-based Blended Learning Environment for Programming Languages: Students’ Opinions

2017 ◽  
Vol 5 (3) ◽  
pp. 211 ◽  
Author(s):  
Mustafa Yağci
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Blended Learning ◽  
Programming Languages ◽  
Learning Goals ◽  
Data Collection Tool ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
E Learning

A learning environment which increases the desire and efforts of students to attain learning goals leads to greater motivation and success. This study examines the negative and positive opinions of students regarding the effectiveness of the learning process and students’ success in a computer programming course in which face-to-face and web-based e-learning methods were blended. The study, for which the case study method is used, was carried out over a 12 week period with the participation of 44 students. A data collection tool consisting of open-ended questions was applied to the participants at the end of the process. The replies given by the participants to the data collection tool were analyzed using qualitative analysis techniques. At the end of the research, the evaluation and satisfaction scores of the students regarding the web-based blended learning environment were found to be positive to a high degree. The positive opinions of the students were focused particularly around four themes, namely "facilitating learning through the learning environment"; "providing interaction opportunities"; "encouraging research", "video support for the course". Negative opinions were gathered around the themes of "lack of sufficient teaching time", "experiencing technical failures", "course badly scheduled" and "comprehensiveness of the course content".

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.

scholarly journals PENINGKATAN SELF REGULATED LEARNING MAHASISWA DI ERA DIGITAL MELALUI PEMBELAJARAN BLENDED LEARNING

2017 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Sucipto Sucipto
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Blended Learning ◽  
Empirical Studies ◽  
Self Regulation ◽  
Self Control ◽  
Self Regulated Learning ◽  
Self Confidence ◽  
Regulated Learning ◽  
The Impact

Some students have not shown the ability to regulate themselves (self regulated learning) about how to learn. This is part of the impact of conventional learning. Blended learning is a learning model that is widely developed in college. This model provides opportunities for students to learn actively by self-regulation, self-control, self-motivation, and develop self-confidence, and choose or manage their own learning environment to support the effectiveness of learning. This study is based on literature review. Based on some empirical studies, it is concluded that the application of this model can improve self regulated learning learners. Keywords: blended learning, self regulated learning, conventional learning

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

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