scholarly journals Character Education: Analysis of Self-Regulated Learning on Systems Online Learning during the Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. 3162-3169
Author(s):  
Triana Kartika Santi ◽  
Riztika Widyasari
Keyword(s):  
Online Learning ◽  
Character Education ◽  
Teaching Style ◽  
Self Regulation ◽  
Major Influence ◽  
Teaching Staff ◽  
Self Regulated Learning ◽  
Conventional Teaching ◽  
Regulated Learning ◽  
Temporary Closure

The temporary closure of all educational institutions as an effort to prevent the spread of the Covid-19 outbreak worldwide has an impact on millions of students, including in Indonesia. The distance learning process (Online) is a learning solution during the pandemic which in its implementation has not been optimal as a whole. This adds to the obstacles in the application of learning methods because on one occasion there are too many learning loads that must be overcome by the teaching staff. This Writing Method Using descriptive. The main source of self-regulated formation is internal, meaning that it depends on the individual's actions, not on what other people do self-regulated formation is also inseparable from external factors, namely the environment. One study found that people with low self-regulation often experience negative emotions from people with high self-esteem. This can be interpreted that individuals will try to find symbols that can provide positive experiences and acceptance of a good environment. Online learning uses materials and timescales that are following the curriculum. The online learning method is here to change the conventional teaching style which can later improve work professionalism. Self-Regulation is a major influence on the formation of the character of students so that in achieving the formation of student character it is necessary to have Self-Regulated oriented learning. Character education during the pandemic is very different from its application in the conventional period because all learning is all digital (Online), therefore it is very difficult for students and lecturers to organize self-regulated learning processes. Character education is hampered by its value because student self-regulation is not organized, and affects student learning outcomes.

scholarly journals Formative Assessment and Self-Regulated Learning during Pandemic Era

2021 ◽  
Vol 9 (2) ◽  
pp. 72
Author(s):  
Ai Fatmawati ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Immediate Feedback ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Efl Teachers ◽  
Regulated Learning ◽  
Assessment Techniques

During online learning in Covid-19 outbreak, self-regulation is needed more due to the different learning situation and distance between student and teacher. One of the ways to support student self-regulated learning in EFL classes is through the implementation of formative assessment. The aim of this study is to find out the formative assessment that EFL teachers use in online learning and how they perceive the role of formative assessment in supporting students’ self-regulated learning. To get the data, questionnaire adapted from Gan et al. (2019); Pat-El et al. (2013) was utilized. Interviews also were conducted to get deeper understanding about the findings obtained through questionnaire. The findings revealed that during online learning, EFL teachers used a variety of formative assessment techniques, using online platforms that were easy to use. They agreed that students need to have self-regulated learning skills during online learning. However, some of them did not know for sure that the formative assessment they conducted could enhance students’ self-regulated learning since only some students submitted their work. Further research can be done to find out strategies to implement formative assessment using technologies or tools utilized in online learning where the students can get immediate feedback and use it to help them improve their learning.

Strategies to Promote Self-Regulated Learning in Online Environments

2010 ◽  
pp. 122-144 ◽  
Author(s):  
Bruce R. Harris ◽  
Reinhard W. Lindner ◽  
Anthony A. Piña
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Cognitive Processing ◽  
Online Courses ◽  
Self Regulation ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Main Components

The primary purpose of this chapter is to present techniques and strategies that can be incorporated in online courses to promote students’ use of self-regulated learning strategies. In addition, the authors discuss why self-regulated learning skills are particularly critical in online learning environments, present a model of self-regulated learning, discuss issues related to measuring self-regulated learning, address the issue of whether or not self-regulated learning can be taught, and discuss why online learning environments are ideal environments to scaffold self-regulation. The authors present several strategies and techniques they have found successful for promoting self-regulated learning that can be readily incorporated and implemented in online courses. These strategies are organized by the three main components of the Self-Regulated Learning Model: Executive Processing, Cognitive Processing, and Motivation. The chapter concludes with a scenario that represents an idealized model of how to promote self-regulated learning in an online learning environment by employing an intelligent tutoring component as a tool to support students’ use and development of self-regulated learning tactics and strategies.

Using automated time management enablers to improve self-regulated learning

2019 ◽  
pp. 146978741986630 ◽  
Author(s):  
Henry Khiat
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Time Management ◽  
Management Practices ◽  
Self Regulation ◽  
Management Training ◽  
Online Learning Environment ◽  
Self Regulated Learning ◽  
Effective Time ◽  
Regulated Learning

Effective time management is essential for us all, whether students or anyone else. There are many factors which affect how well students manage their time and in what ways. As with everything, some are excellent at managing their time and others are not. As faculty, we can assist our learners to better manage their time, whether this is in the online learning environment or any other. However, studies reveal that the effect of time management training on time management practices varies, and there is therefore a need to explore this further. This study investigates how the practice of time management, an important self-regulated learning enabler, affects learning in the online learning environment. An automated adaptive time management enabling system was used to guide students in managing their time more effectively. The system assisted students in their time management through visual reinforcement, adaptive release, learning monitors and learning motivators. The findings showed that the use of the time management enabling system facilitated and guided the students in studying the course in a consistent manner and aided students in practising more effective time management thus impacting performance. In summary, positive changes were made to their time management behaviours and these subsequently improved their self-regulation.

scholarly journals UTILIZATION OF JB CLASS TO PROMOTE STUDENT’S SELF-REGULATION DURING ONLINE LEARNING IN THE COVID-19 PANDEMIC

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Arif Kurniawan
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Learning Activities ◽  
Teacher Instruction ◽  
Online Class ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulated learning is very important during online learning in Covid-19 pandemic, since there is no face to face interaction between teacher and students. However, this student ability has not been found in our online class of Biology in X MIPA 1. Based on the author's reflection, students are still very dependent on teacher instruction during their learning activities. To overcome this problem, the author applied online learning utilizing JB Class by implementing self-regulated learning strategies adapted from Wandler & Imbriale (2017). Result of the study describes that online learning using JB Class is able to encourage student’s self-regulated learning. Based on the questionnaire filled out by students, the self-regulated learning among students of class X MIPA 1 reaches 75%.

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

scholarly journals Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

2018 ◽  
Vol 35 (4-5) ◽  
pp. 356-373 ◽  
Author(s):  
Jacqueline Wong ◽  
Martine Baars ◽  
Dan Davis ◽  
Tim Van Der Zee ◽  
Geert-Jan Houben ◽  
...  
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

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