A Study on Listening Attitude, Learning Style, and Self-regulated Learning in Non-face-to-face Lectures - Focusing on Korean Lectures for Academic Listening -

2021 ◽  
Vol 43 (10) ◽  
pp. 213-230
Author(s):  
Minjung Jang
Keyword(s):  
Learning Style ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Attitude Learning

The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

2011 ◽  
Vol 7 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Courses ◽  
Database Management System ◽  
Educational Institutions ◽  
Web Based ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Packaged Software ◽  
Regulated Learning ◽  
Computing Skills ◽  
The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

scholarly journals The relationship between flexible and self-regulated learning in open and distance universities

2012 ◽  
Vol 13 (2) ◽  
pp. 101 ◽  
Author(s):  
Per Bernard Bergamin ◽  
Simone Ziska ◽  
Egon Werlen ◽  
Eva Siegenthaler
Keyword(s):  
Learning Strategies ◽  
Learning Style ◽  
Time Management ◽  
Flexible Learning ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Regulated Learning ◽  
The Face ◽  
High Flexibility ◽  
The Relationship

<p>Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility.</p>

scholarly journals Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning

2021 ◽  
Vol 15 (2) ◽  
pp. 305-316
Author(s):  
Ratih Laily Nurjanah ◽  
Deswandito Dwi Saptanto ◽  
Maya Kurnia Dewi
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Native Speaker ◽  
Lesson Plan ◽  
Authentic Materials ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Narrative Design ◽  
Regulated Learning ◽  
Speaking Skills

Teaching speaking is considered challenging during this outbreak era where lecturers and students cannot have a face-to-face meeting while in fact, students still need to get examples from lecturers related to pronunciation and intonation especially. A module of speaking for informal interaction is developed to support the process of teaching and learning speaking skills. This module comes with an audio-CD of daily expressions records spoken by a native speaker to give examples of standard pronunciation and intonation. This study aims to explain the steps used in the learning process using the module. It uses narrative design to describe the steps. The findings of the study implied that lecturers need to explain what the module is and how to use it followed by some steps; introducing lesson plan, playing audio-CD, imitating the records, practicing independently, working in pairs, reporting works, receiving feedback. By giving the model or examples in audio, students can repeat it as much as they need and whenever they need it. This study's implication is giving standardized materials using authentic materials to teach speaking skills with a self-regulated learning strategy. 

scholarly journals Distance Learning Degrees: Possibility of Evasion, Styles and Learning Strategies

2019 ◽  
Vol 29 ◽  
Author(s):  
Raíssa Bárbara Nunes Moraes Andrade ◽  
Thaís Zerbini
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Technological Innovations ◽  
Future Planning ◽  
Current Field ◽  
Self Regulated Learning ◽  
Training Development ◽  
Regulated Learning

Abstract Distance Learning (DL) has been shown to be adequate to the current field of Training, Development and Education (TD&E), which constantly undergoes transformations resulting from technological innovations. Students’ characteristics is one of the factors responsible for abandoning DL programs. This study aimed to relate the possibility of evasion of a DL course and the variables belonging to the student’s characteristics (Learning Strategies and Styles). A total of 135 students enrolled in a distance learning degree responded virtually to the instruments of Learning Strategies and Styles. The results showed that most participants who would not abandon the course used the Behavioral and Self-Regulated Learning Strategies and presented the Learning Style related to the Study Environment. The data obtained contribute to future planning of TD&E programs, which should consider the clientele’s characteristics.

Predicting Students’ Achievement in a Hybrid Environment Through Self-Regulated Learning, Log Data, and Course Engagement: A Data Mining Approach

2021 ◽  
pp. 073563312110561
Author(s):  
Amira D. Ali ◽  
Wael K. Hanna
Keyword(s):  
Data Mining ◽  
Log Data ◽  
Communication Course ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Self Reports ◽  
Regulated Learning ◽  
Course Engagement ◽  
Engagement Factors ◽  
Using Data

With the spread of the Covid-19 pandemic, many universities adopted a hybrid learning model as a substitute for a traditional one. Predicting students’ performance in hybrid environments is a complex task because it depends on extracting and analyzing different types of data: log data, self-reports, and face-to-face interactions. Students must develop Self-Regulated Learning (SRL) strategies to monitor their learning in hybrid contexts. This study aimed to predict the achievement of 82 undergraduates enrolled in a hybrid English for Business Communication course using data mining techniques. While clustering techniques were used to understand SRL patterns through classifying students with similar SRL data into clusters, classification algorithms were utilized to predict students' achievement by integrating the log files and course engagement factors. Clustering results showed that the group with high SRL achieved higher grades than the groups with medium SRL and low SRL. Classification results revealed that log data and engagement activities successfully predicted students’ academic performance with more than 88% accuracy. Therefore, this study contributes to the literature of SRL and hybrid classrooms by interpreting the predictive power of log data, self-reports, and face-to-face engagement to predict students’ achievement, a relatively unexplored area. This study recommended practical implications to promote students’ SRL and achievement in hybrid environments.

scholarly journals The Effect of Learning Model and Self Regulated Learning towards Students’ English Writing Skill

2017 ◽  
Vol 5 (2) ◽  
pp. 203
Author(s):  
W. Syuhida ◽  
Zainal Rafli ◽  
Ninuk Lustyantie
Keyword(s):  
Hybrid Learning ◽  
Learning Model ◽  
First Year ◽  
First Year Students ◽  
Face To Face ◽  
English Writing ◽  
Self Regulated Learning ◽  
Writing Skill ◽  
Regulated Learning ◽  
Face To Face Learning

<p><em>This research aimed to find out the effect of learning model and self-regulated learning toward English writing skill. It was an experimental study by using treatment by level 2 x 2 design. The population was the first year students with the sample was 32 students. The data were collected through the questionnaire of self-regulated learning and the test of English writing skill. The data were analyzed by two way ANOVA and Tukey test. The result of the data analysis showed that (1) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning; (2) there was an interaction effect between hybrid learning model and self-regulated learning toward English writing skill; (3) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning for group of students who have higher self-regulated learning;</em><em> </em><em>(4) the students’ English writing skill who were taught by using face-to-face learning was higher than the writing skill students’ score who were taught by using hybrid learning for group of students who have low self-regulated learning.</em></p>

scholarly journals HUBUNGAN ORIENTASI MASA DEPAN DALAM BIDANG PENDIDIKAN DENGAN KETERATURAN DIRI DALAM BELAJAR (SELF REGULATED LEARNING)

2018 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Fifih Nurafifah ◽  
Nani N. Djamal ◽  
Fenti Hikmawati
Keyword(s):  
Learning Style ◽  
Significant Positive Correlation ◽  
Future Orientation ◽  
Self Regulation ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Self Learning

Future orientation on education could be called as a goal; target, plan and strategy dreamed and strived by individual to achieve. One of many strategies could be used by student to make those dreams of their future on education to become true is to have self regulation in learning style and methods. In this research we can find out that future orientation on education has a significant positive correlation with self learning regulations.

scholarly journals The Effect of Learning Styles on Prospective Chemistry and Science Teachers’ Self-Regulated Learning Skills

2018 ◽  
Vol 13 (4) ◽  
pp. 521-528
Author(s):  
Sinem Dincol Ozgur
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Visual Learning ◽  
The Self ◽  
Survey Method ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

The aim of this study was to determine the learning styles of prospective chemistry and science teachers, and to examine the effects of different learning styles on their self-regulated learning skills. The survey method which is one of the quantitative research methods was used in this study. A total of 251 prospective chemistry and science teachers from the Departments of Chemistry and Science Education of three different public universities participated in the study. The Self-Regulated Learning Skills Scale was used to determine the self-regulated learning skills of the prospective teachers, and the ‘Maggie McVay Lynch Learning Style Inventory’ was used to determine the prospective teachers’ learning styles. The results showed that 61.8% of prospective chemistry and science teachers had a visual learning style, followed by a moving or kinaesthetic learning style (19.9%) and an auditory learning style (18.3%). Furthermore, a statistically significant difference was determined in the prospective chemistry and science teachers’ lack of self-directedness scores.   Keywords: Learning style, prospective chemistry and science teachers, self-regulated learning.

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